Many language teachers recognise the importance of integrating
intercultural learning into language learning, but how this can be
best achieved is not always apparent. This is particularly the case
in foreign language learning contexts where teachers are working
with a prescribed textbook and opportunities to use the language
outside the classroom are limited. This book argues that teachers
can work creatively with conventional resources and utilise
classroom experiences in order to help learners interpret aspects
of communication in insightful ways and develop awareness of the
influence of cultural assumptions and values on language use. The
book provides extensive analysis of a range of classroom
interactions to demonstrate how teachers and learners can work
together to construct opportunities for intercultural learning
through reflection on pragmatics.
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