Titlebook: Researching Intercultural Learning; Investigations in La Lixian Jin,Martin Cortazzi Book 2013 Palgrave Macmillan, a division of Macmillan P

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Supporting Intercultural Learning: For Beginners’ Chinese Language Learners at The Open University, one’s social identities’ (Byram, Gribkova, and Starkey, 2002: 11). In particular the more precise concept of ‘intercultural communicative competence’, coined by Michael Byram (1997), with its emphasis on cultural mediation and intercultural speakers, has dominated much discussion about communication in foreign language teaching.

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Adjusting to Differing Cultures of Learning: The Experience of Semester-Long Exchange Students from classrooms, educators will be in a better position to design pre-sojourn programs and determine the most effective ways to support the learning, intercultural experience and second language development during stays abroad.

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age learning and use in academic contexts. Intercultural learning involves learners travelling to learn in a place where other cultures of learning are dominant and to which they are usually expected to adapt.978-1-349-34037-8978-1-137-29164-6

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Introduction: Research and Levels of Intercultural Learninga Dutch student, ‘Culture is a magnet: it can attract you or repel you. Intercultural learning is an electromagnet: It combines both positive and negative forces in movement to drive a powerful motor.

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The Danish Educational Tradition: Multiple Heritages and International Challenges and ‘Conversation’on implies a potential field of conflict, but that is not the view taken in this chapter. Rather, the situation opens the possibilities of change leading to improvement and beneficial outcomes for all, and this is especially true in Europe.

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Peer Assistance in an English Immersion Context in Chinad to immersion being seen as a form of successful bilingual education which could be used in other contexts (Genesee, 1987) and in many other countries for a wide range of languages, including learning English in Germany, Hungary, Singapore and Japan (Johnson & Swain, 1997). A wide range of types of

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Researching Intercultural Communication in a UK Higher Education Contexty understood the tutorial interactions, are explored in a number of retrospective, semi-structured interviews. The stimulus for those interviews were video-recordings of the students tutorials, which had taken place one year earlier, and they were carried out in Japanese. This afforded a fourth kind

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‘Discuss, Analyse, Define …’ Non-traditional Students Come to Terms with Cultures of Learning in then, therefore, formulate their writing to meet expected patterns of discourse. In this chapter we show how diverse assumptions are made in one university. Variant assumptions about the meanings of such key terms could also be made elsewhere, with these or other terms.