Crossing Boundaries: Journeys into Language

Autor/in	McNamara, Tim
Titel	Crossing Boundaries: Journeys into Language
Quelle	In: Language and Intercultural Communication, 13 (2013) 3, S.343-356 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2013.804537
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Communicative Competence (Languages); German; Semitic Languages; Individual Development; Catholics; Jews; Death; European History; Cultural Differences; Intercultural Communication; Educational Benefits; Personal Narratives; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Deutscher; Arabisch; Hebräisch; Individuelle Entwicklung; Katholik; Jew; Jude; Jüdin; Juden; Sterbefall; Tod; Todesfall; Kultureller Unterschied; Interkulturelle Kommunikation; Bildungsertrag; Erlebniserzählung; Ausland
Abstract	This paper uses two autobiographical accounts of language learning within the context of highly significant personal relationships to argue that the functional emphasis of communicative language teaching has narrowed our understanding of the potential personal and educational meaning of what it is to learn a language. The author's learning of Hebrew and German at different periods of his life is interpreted within his close relationship (as a person raised within the conventionally anti-Semitic cultural environment of Australian Irish Catholicism) with European Jewish friends whose lives have been shaped by the Holocaust and its painful legacy. Language learning in each case has involved psychological and social exploration of the meaning of cultural boundaries and how they are policed. The narrative supports a traditional rationale for the educational benefit of language learning, one that is currently little heard: the development of the learner as a human being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10