Anthony J. Liddicoat is Professor in Applied Linguistics at the Research Centre for Languages and Cultures in the School of Communication, International Studies and Languages at the University of South Australia.Angela Scarino is Associate Professor in Applied Linguistics and Director of the Research Centre for Languages and Cultures at the University of South Australia.

“Indeed, Intercultural Language Teaching and Learningcan be a valuable read for anybody interested in language and cultural diversity and the process that leads to intercultural competency”.  (The Delta Intercultural Academy, 1 January 2014)“Valuable for those studying linguistics, second-language acquisition, and language teaching.  Summing Up: Recommended.  Graduate students, researchers, faculty, professionals.”  (Choice, 1 December 2013)

• Acknowledgments viii1 Introduction 1Language, Culture, and Language Education 1The Concept of Method 2Critiques of Method 3Moving beyond Methods 4About this Book 72 Languages, Cultures, and the Intercultural 11Understanding Language 11Language as a structural system 12Language as a communicative system 13Language as social practice 13Concluding comments 16Understanding Culture 17Cultures as national attributes 18Cultures as societal norms 19Cultures as symbolic systems 20Cultures as practices 20Culture for language teaching and learning 21The Intercultural: Understanding Language, Culture, and their Relationship 253 Second Language Acquisition, Language Learning, and Language Learning within an Intercultural Orientation 31Introduction: Two Families of Theories 31Key Understandings of SLA and Language Learning within Diverse Families of Theories 33A Brief History of the Development of Theories of Language Learning 35The Acquisition and Participation Metaphors 40Expanding Learning: Recognizing the Role of Interpretation in “Moving Between” Linguistic and Cultural Systems 43Conclusion 454 Language Teaching and Learning as an Intercultural Endeavor 47Introduction 47The intercultural in language learning 48The Learner as Focus 51Language learner as learner 51Language learner as language user 52The learner as person 54The learner as focus: Concluding comments 56Principles for Teaching and Learning Languages from an Intercultural Perspective 56Practices for Intercultural Learning 59Practices in learning 59Conclusion 615 Designing Classroom Interactions and Experiences 63Expanding “Tasks” to Focus on Interaction and Experiences 64The Nature of Interaction 66The Experiential Dimension 66Considerations in Developing Interactions and Experiences 68Examples 70Example 1: Year 10 Chinese – examining translation 70Example 2: Year 11 and 12 Indonesian: Developing intra- and intercultural understanding 75Implications for Teachers and Students as Participants in Language Learning 816 Resources for Intercultural Language Learning 83Textbooks as Resources for Intercultural Learning 84Moving Beyond Textbooks 91The Authenticity of the Resource 93Literature as an Authentic Resource 95Communities as Resources 97The Classroom as a Resource 99Selecting and Evaluating Resources 101Adapting Resources 102Using Resources Critically 103Relating Resources to Each Other 104Concluding Comments 1057 Technologies in Intercultural Language Teaching and Learning 107Introduction 107Information Technologies and Intercultural Learning 108Social Technologies and Intercultural Learning 111Developing the Potential of Technologies for Intercultural Learning 118Technology as information resource 119Technology as content contextualization 119Technology as communication tool 119Technology as a construction kit 120Technology as visualization and manipulation 120Summary 1208 Assessing Intercultural Language Learning 123Contextualizing Assessment and Language Learning 124The tension between traditional and alternate assessment paradigms 124The institutional character of assessment 127Understanding the Process of Assessment 128Conceptualizing 129Eliciting 131Judging and validating 137The need for experimentation 1409 Programming and Planning 143Programs and Programming in a Traditional Perspective 143Conceptualizing Content for Language Teaching and Learning 144Structural understandings of content 144Communicative understandings of content 145Content-based language teaching 147Concept-based understandings of content 148Content for intercultural language teaching and learning 148Planning for Complexity 150Planning for Conceptual Learning 152Long-Term and Short-Term Planning 156Planning whole of learning 157Planning a course 159Planning a unit of work 159Planning a lesson 165The Place of Context in Planning Programs 165Conclusion 16610 Evaluating Language Programs 167Nature and Purpose of Program Evaluation 168Paradigms that Shape Program Evaluation 169The Process of Evaluation 171The Principles for Teaching and Learning Languages and Implications for Evaluation 174Evaluation and Teacher Professional Learning 177Conclusion 177References 179Index 195

Anthony J. Liddicoat is Professor in Applied Linguistics at the Research Centre for Languages and Cultures in the School of Communication, International Studies and Languages at the University of South Australia.Angela Scarino is Associate Professor in Applied Linguistics and Director of the Research Centre for Languages and Cultures at the University of South Australia.

“Indeed, Intercultural Language Teaching and Learningcan be a valuable read for anybody interested in language and cultural diversity and the process that leads to intercultural competency”.  (The Delta Intercultural Academy, 1 January 2014)“Valuable for those studying linguistics, second-language acquisition, and language teaching.  Summing Up: Recommended.  Graduate students, researchers, faculty, professionals.”  (Choice, 1 December 2013)

• Acknowledgments viii1 Introduction 1Language, Culture, and Language Education 1The Concept of Method 2Critiques of Method 3Moving beyond Methods 4About this Book 72 Languages, Cultures, and the Intercultural 11Understanding Language 11Language as a structural system 12Language as a communicative system 13Language as social practice 13Concluding comments 16Understanding Culture 17Cultures as national attributes 18Cultures as societal norms 19Cultures as symbolic systems 20Cultures as practices 20Culture for language teaching and learning 21The Intercultural: Understanding Language, Culture, and their Relationship 253 Second Language Acquisition, Language Learning, and Language Learning within an Intercultural Orientation 31Introduction: Two Families of Theories 31Key Understandings of SLA and Language Learning within Diverse Families of Theories 33A Brief History of the Development of Theories of Language Learning 35The Acquisition and Participation Metaphors 40Expanding Learning: Recognizing the Role of Interpretation in “Moving Between” Linguistic and Cultural Systems 43Conclusion 454 Language Teaching and Learning as an Intercultural Endeavor 47Introduction 47The intercultural in language learning 48The Learner as Focus 51Language learner as learner 51Language learner as language user 52The learner as person 54The learner as focus: Concluding comments 56Principles for Teaching and Learning Languages from an Intercultural Perspective 56Practices for Intercultural Learning 59Practices in learning 59Conclusion 615 Designing Classroom Interactions and Experiences 63Expanding “Tasks” to Focus on Interaction and Experiences 64The Nature of Interaction 66The Experiential Dimension 66Considerations in Developing Interactions and Experiences 68Examples 70Example 1: Year 10 Chinese – examining translation 70Example 2: Year 11 and 12 Indonesian: Developing intra- and intercultural understanding 75Implications for Teachers and Students as Participants in Language Learning 816 Resources for Intercultural Language Learning 83Textbooks as Resources for Intercultural Learning 84Moving Beyond Textbooks 91The Authenticity of the Resource 93Literature as an Authentic Resource 95Communities as Resources 97The Classroom as a Resource 99Selecting and Evaluating Resources 101Adapting Resources 102Using Resources Critically 103Relating Resources to Each Other 104Concluding Comments 1057 Technologies in Intercultural Language Teaching and Learning 107Introduction 107Information Technologies and Intercultural Learning 108Social Technologies and Intercultural Learning 111Developing the Potential of Technologies for Intercultural Learning 118Technology as information resource 119Technology as content contextualization 119Technology as communication tool 119Technology as a construction kit 120Technology as visualization and manipulation 120Summary 1208 Assessing Intercultural Language Learning 123Contextualizing Assessment and Language Learning 124The tension between traditional and alternate assessment paradigms 124The institutional character of assessment 127Understanding the Process of Assessment 128Conceptualizing 129Eliciting 131Judging and validating 137The need for experimentation 1409 Programming and Planning 143Programs and Programming in a Traditional Perspective 143Conceptualizing Content for Language Teaching and Learning 144Structural understandings of content 144Communicative understandings of content 145Content-based language teaching 147Concept-based understandings of content 148Content for intercultural language teaching and learning 148Planning for Complexity 150Planning for Conceptual Learning 152Long-Term and Short-Term Planning 156Planning whole of learning 157Planning a course 159Planning a unit of work 159Planning a lesson 165The Place of Context in Planning Programs 165Conclusion 16610 Evaluating Language Programs 167Nature and Purpose of Program Evaluation 168Paradigms that Shape Program Evaluation 169The Process of Evaluation 171The Principles for Teaching and Learning Languages and Implications for Evaluation 174Evaluation and Teacher Professional Learning 177Conclusion 177References 179Index 195

Anthony J. Liddicoat is Professor in Applied Linguistics at the Research Centre for Languages and Cultures in the School of Communication, International Studies and Languages at the University of South Australia.Angela Scarino is Associate Professor in Applied Linguistics and Director of the Research Centre for Languages and Cultures at the University of South Australia.

“Indeed, Intercultural Language Teaching and Learningcan be a valuable read for anybody interested in language and cultural diversity and the process that leads to intercultural competency”.  (The Delta Intercultural Academy, 1 January 2014)“Valuable for those studying linguistics, second-language acquisition, and language teaching.  Summing Up: Recommended.  Graduate students, researchers, faculty, professionals.”  (Choice, 1 December 2013)

• Acknowledgments viii1 Introduction 1Language, Culture, and Language Education 1The Concept of Method 2Critiques of Method 3Moving beyond Methods 4About this Book 72 Languages, Cultures, and the Intercultural 11Understanding Language 11Language as a structural system 12Language as a communicative system 13Language as social practice 13Concluding comments 16Understanding Culture 17Cultures as national attributes 18Cultures as societal norms 19Cultures as symbolic systems 20Cultures as practices 20Culture for language teaching and learning 21The Intercultural: Understanding Language, Culture, and their Relationship 253 Second Language Acquisition, Language Learning, and Language Learning within an Intercultural Orientation 31Introduction: Two Families of Theories 31Key Understandings of SLA and Language Learning within Diverse Families of Theories 33A Brief History of the Development of Theories of Language Learning 35The Acquisition and Participation Metaphors 40Expanding Learning: Recognizing the Role of Interpretation in “Moving Between” Linguistic and Cultural Systems 43Conclusion 454 Language Teaching and Learning as an Intercultural Endeavor 47Introduction 47The intercultural in language learning 48The Learner as Focus 51Language learner as learner 51Language learner as language user 52The learner as person 54The learner as focus: Concluding comments 56Principles for Teaching and Learning Languages from an Intercultural Perspective 56Practices for Intercultural Learning 59Practices in learning 59Conclusion 615 Designing Classroom Interactions and Experiences 63Expanding “Tasks” to Focus on Interaction and Experiences 64The Nature of Interaction 66The Experiential Dimension 66Considerations in Developing Interactions and Experiences 68Examples 70Example 1: Year 10 Chinese – examining translation 70Example 2: Year 11 and 12 Indonesian: Developing intra- and intercultural understanding 75Implications for Teachers and Students as Participants in Language Learning 816 Resources for Intercultural Language Learning 83Textbooks as Resources for Intercultural Learning 84Moving Beyond Textbooks 91The Authenticity of the Resource 93Literature as an Authentic Resource 95Communities as Resources 97The Classroom as a Resource 99Selecting and Evaluating Resources 101Adapting Resources 102Using Resources Critically 103Relating Resources to Each Other 104Concluding Comments 1057 Technologies in Intercultural Language Teaching and Learning 107Introduction 107Information Technologies and Intercultural Learning 108Social Technologies and Intercultural Learning 111Developing the Potential of Technologies for Intercultural Learning 118Technology as information resource 119Technology as content contextualization 119Technology as communication tool 119Technology as a construction kit 120Technology as visualization and manipulation 120Summary 1208 Assessing Intercultural Language Learning 123Contextualizing Assessment and Language Learning 124The tension between traditional and alternate assessment paradigms 124The institutional character of assessment 127Understanding the Process of Assessment 128Conceptualizing 129Eliciting 131Judging and validating 137The need for experimentation 1409 Programming and Planning 143Programs and Programming in a Traditional Perspective 143Conceptualizing Content for Language Teaching and Learning 144Structural understandings of content 144Communicative understandings of content 145Content-based language teaching 147Concept-based understandings of content 148Content for intercultural language teaching and learning 148Planning for Complexity 150Planning for Conceptual Learning 152Long-Term and Short-Term Planning 156Planning whole of learning 157Planning a course 159Planning a unit of work 159Planning a lesson 165The Place of Context in Planning Programs 165Conclusion 16610 Evaluating Language Programs 167Nature and Purpose of Program Evaluation 168Paradigms that Shape Program Evaluation 169The Process of Evaluation 171The Principles for Teaching and Learning Languages and Implications for Evaluation 174Evaluation and Teacher Professional Learning 177Conclusion 177References 179Index 195