Critical Citizens for an Intercultural World

This book examines the acquisition of requests in English by a seven- year-old Japanese girl during her 17-month residence in Australia. The study focuses on the linguistic repertoire available to the child as she attempts to make requests and vary these to suit different goals and addressees. This book helps unravel features of pragmatic development in the child's interlanguage, a subject about which we yet know very little.

Manuela Guilherme has been a teacher of foreign languages and cultures for the past 30 years both at secondary school and university levels, in Portugal as well as in Great Britain. She has also been a teacher trainer and a researcher in this area for the past 15 years.

Series Editors' Preface	p. vii
Preface	p. ix
Acknowledgements	p. xiii
Introduction	p. 1
Meeting Change: An Educational Challenge	p. 1
Educational Counterpoints to Critical Pedagogy	p. 5
Critical Pedagogy as Cultural Politics	p. 17
Critical Pedagogy as Cultural Politics	p. 20
The Roots of Critical Pedagogy	p. 22
Critical Pedagogy: A Language of Critique and Possibility	p. 34
The Critique of Critical Pedagogy	p. 57
Conclusion	p. 61
Philosophical Foundations for Critical Cultural Awareness	p. 63
Critical Theory	p. 63
Postmodernism	p. 90
Conclusion	p. 118
The Critical Dimension in Foreign Culture Education	p. 121
Principles Suggested for Foreign Culture Education	p. 121
The 'Intercultural Speaker' and the Question of Cultural Identity	p. 124
The Critical Dimension in Models for Intercultural Communicative Competence	p. 132
The Critical Dimension in Reference Documents	p. 146
The Political Dimension of Foreign Language/Culture Education	p. 154
Conclusion	p. 167
Teachers' Voices: Critical Cultural Awareness in EFL Classes in Portugal	p. 170
Methodology	p. 172
Teaching Culture Critically in Foreign Language Classes	p. 174
Defining a Critical Approach to Foreign Cultures	p. 177
Educating Critical Citizens	p. 190
Conclusion	p. 202
Preparing Critical Citizens and Educators for an Intercultural World	p. 206
A Multiple-Perspective Approach	p. 207
An Interdisciplinary Approach	p. 208
A Critical Approach	p. 219
The Agenda for Foreign Language/Culture Education	p. 224
Bibliography	p. 227
Questionnaire	p. 253
Questionario A	p. 265
Questionario B	p. 274
Statistical Results of the Questionnaires A and B	p. 284
Interview Guide for Focus-Group	p. 291
Questions for American Teacher Trainers	p. 293
Index	p. 294
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Critical Citizens for an Intercultural World Foreign Language Education as Cultural Politics

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