Applied Linguistics in "Dialogue" with Hermeneutics in Discoursing "the Intercultural" in Educational "Praxis"

Autor/in	Papademetre, Leo
Titel	Applied Linguistics in "Dialogue" with Hermeneutics in Discoursing "the Intercultural" in Educational "Praxis"
Quelle	In: Australian Review of Applied Linguistics, 31 (2008) 1, S.6 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
DOI	10.2104/aral0806
Schlagwörter	Applied Linguistics; Academic Discourse; Dialogs (Language); Educational Research; Intercultural Communication; Philosophy; Hermeneutics + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Discourse; Diskurs; Dialog; Dialogs; Dialogue; Dialogues; Bildungsforschung; Pädagogische Forschung; Interkulturelle Kommunikation; Philosophie; Hermeneutik
Abstract	Ever since the Socratic-Platonic inquiry on the nature of language, linguistic and socio-cultural thinking in Eurocentric academic cultures about human communication has been discoursed from various philosophical perspectives based on diverse conceptualisations, perceptions, understandings, notions, theories, descriptions and explanations of the variable phenomena observed in intra- and intercultural interaction and communication. In the variable research areas of applied linguistics "scholars from a variety of disciplines have applied themselves to defining what the nature of intercultural communication might be and how it might be taught" (Kramsch, 2002, p. 277). However, in the concerted effort to apply our understanding of "the intercultural" in our research and educational "praxis", we "have no other recourse but discourse itself--the discourse of [our] discipline, laid out on the page as disciplinary truth. And that, as James Clifford (Clifford, 1988) would say, is the "predicament of culture"" (Kramsch, 2002, p. 282). In the following essay, this "predicament" is examined in the contexts of the discourse tradition which centres on "dialogue" as a valued means of understanding self-and-other "intra-and-inter"-culturally. Discussion will focus on how "dialogue" can impose "situated/positioned" ways of interpreting and understanding "the intercultural" in languages education, especially when it defers engaging with variable-"linguisticality" and variable-"traditionality" in its discourse tradition. (Contains 5 endnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10