A Transcultural Approach to Broaden Socio-Cultural Identity in Additional Language Learning

概要

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This paper discusses the roles of socio-cultural identities and transcultural Competence for individuation in additional language learning at university in Japan. In studies of social identity, researchers such as Giles & Johnson (1981,1987) Gumperz (1970, 1982) , Heller(1982, 1987, 1988), Buttjes (1990),and Byram(1990), acknowledge the intertwined relationship between social identity and language. Then how should the student and teachers' socio-cultural identities be dealt with in additional language classrooms at university? In a non-ESL setting where English is taught as an additional language for general purposes,both students and teachers have a responsibility to examine and reconstruct their socio-cultural identities in using the target language. Acculturation to a targetsocio-linguistic culture is not the aim of appropriate additional language learning .The focus should be transcultural competence: the ability of people to autonomously adopt, adapt, and integrate their socio-cultural identities towardthe extended identities. In examining the process of transcultural approach, there are three distinctive yet overlapping stages.
社団法人大学英語教育学会の論文
1998-09-10