Michael Byram教授等人编著的几本语言教学及跨文化交际书籍下载
欧洲委员会(Council of Europe)官网上的几本由Michael Byram教授等人编著的语言教学及跨文化交际书籍下载：1. Young people facing difference, 1995, Byram, Michael & Zarate, Geneviève ISBN 92-871-1552-4
This brochure is addressed to teachers and others who are interested in helping young people to reflect on how they learn about and respond to otherness. The Council of Europe attaches particular importance to the protection and promotion of linguistic and cultural diversity as a source of mutual enrichment so that we may understand and respect other ways of thinking and acting, other beliefs and traditions. In this context, the concept of intercultural understanding is examined and practical activities are suggested as a way of helping young people reflect on their attitudes and practices in relation to difference. This brochure has been produced in the framework of the Modern Languages Project of the Council of Europe \"Language Learning for European Citizenship\" and the European Youth Campaign against Racism, Xenophobia, Anti-Semitism and Intolerance.
下载链接：http://www.coe.int/t/dg4/linguistic/Source/youngpeople_difference_EN.pdf
2. Developing the Intercultural Dimension in Language Teaching – A practical introduction for teachers, 2002， Byram, Michael (ed.) - Gribkova, Bella & Starkey, Hugh
LIST OF CONTENTS
Preface............................................................................................................5
Introduction .....................................................................................................7
1. What is 'the intercultural dimension' in language teaching?....................9
2. What knowledge, skills, attitudes and values are involved in
intercultural competence and what is the relevant importance of
each?.....................................................................................................11
3. How do I teach the intercultural dimension if I have never left my
country?.................................................................................................14
4. Do I need to be a native speaker? ........................................................17
5. How do I use a study visit or exchange?...............................................19
6. How can I promote the intercultural dimension if I have to follow a set
curriculum or programme of study and teach grammar?......................21
7. What materials do I need to promote the intercultural dimension?.......23
8. How does it affect teaching and learning styles? ..................................25
9. How do I deal with learners' stereotypes and prejudices? ....................27
10. How do I assess intercultural competence?..........................................29
11. Do I need specific training? ...................................................................33
12. How do I overcome my own stereotypes and misconceptions?............35
Bibliography...................................................................................................37
Section A: Council of Europe publications with ideas for the classroom......37
Section B: Books with ideas for the classroom and beyond..........................37
Section C: Further reading on theory and practice ........................................38
Appendix .......................................................................................................40
Extracts from the Common European Framework of Reference for Languages:
learning, teaching, assessment.......................................................................40
下载链接： http://www.coe.int/t/dg4/linguistic/Source/Guide_dimintercult_EN.pdf
3. Intercultural Competence, 2003, ISBN 92-871-5170-9
Byram, Michael (ed.), Neuner, Gerhard - Parmenter, Lynne - Starkey, Hugh & Zarate, Geneviève
TABLE OF CONTENTS
Introduction
Michael Byram5
Socio-cultural interim worlds in foreign language teaching and learning
Gerhard Neuner15
Intercultural competence and education for democratic citizenship: implications for language teaching methodology
Hugh Starkey63
Identities and plurilingualism: preconditions for the recognition of intercultural competences
Geneviève Zarate84
Describing and defining intercultural communicative competence – international perspectives
Lynne Parmenter119
下载链接：http://www.coe.int/t/dg4/linguistic/Source/SourcePublications/InterculturalCompetence_EN.doc
4. Plurilingual and pluricultural competence, rev 2009， ISBN 92-871- 3259-3 ，Coste, Daniel - Moore, Danièle & Zarate, Geneviève
CONTENTS
Foreword.................................................................................................................... v
Introduction ............................................................................................................. vii
1. Preliminary considerations................................................................................9
1.1. Purpose of the study .............................................................................................9
1.2. Some paradoxes...................................................................................................9
1.2.1 Communicative competence and the native-speaker model ......................................9
1.2.2 Communicative competence and cultural dimensions................................................9
1.2.3 \"Pluri\", \"Bi\" and \"Inter\" ...............................................................................................10
2. First approach and general options................................................................11
2.1. Plurilingual and pluricultural competence: a tentative description........................11
2.1.1 Ordinary imbalance...................................................................................................11
2.1.2 Plurilingual competence for a linguistic and cultural identity .....................................11
2.1.3 Partial competence and plurilingual competence......................................................12
2.1.4 An evolving, malleable competence..........................................................................13
2.2. Major guidelines..................................................................................................13
2.2.1 Positions and assertions ...........................................................................................13
2.2.2 General organisation.................................................................................................13
3. Ordinary plurilingual and pluricultural experience and schooling...............14
3.1. Ordinary experience of linguistic and cultural pluralism.......................................14
3.2. The historical and institutional weight of initial schooling.....................................15
4. Plurilingual competence ..................................................................................16
4.1. The concept of plurilingual competence..............................................................16
4.2. Plurilingualism and semilingualism......................................................................17
4.3. Plurilingual competence: handling imbalance......................................................18
4.4. Plurilingual competence and bilingual speech.....................................................19
4.5. Plurilingual competence: principles for a description...........................................19
5. Pluricultural competence: descriptive principles..........................................20
5.1. The concept of pluricultural competence.............................................................20
5.2. Principles for a description of pluricultural competence.......................................21
5.2.1 Family paths and pluricultural capital ........................................................................21
5.2.2 Pluricultural capital, market and identity strategies...................................................22
5.2.3 The identity strategies of the plurilingual individual in the school context .................23
iv
6. A school open to pluriculturalism and plurilingualism?...............................23
6.1. Resistance to pluralism.......................................................................................23
6.1.1 Educational acquisition and pluriculturalism .............................................................23
6.1.2 Plurilingualism and educational compartmentalisation of languages........................24
6.2. The desirability of a school contribution to the construction of plurilingual
and pluricultural competences .............................................................................24
6.2.1 Setting up an initial \"portfolio\"....................................................................................25
6.2.2 Learning to exploit existing resources.......................................................................26
6.3. Language curriculum and curriculum scenarios ..................................................26
6.3.1 Languages elsewhere than in foreign-language courses .........................................26
6.3.2 Languages among themselves .................................................................................27
6.3.3 Plurality of languages and cultures, non-linguistic subjects school project...............27
6.3.4 Return to the concept of partial competence ............................................................28
6.3.5 Towards curriculum scenarios ..................................................................................30
6.4. Out of school or post-school learning and assessment .......................................32
7. Summing up ......................................................................................................33
APPENDICES...........................................................................................................35
Mathias, Wolfgang, Maria, Albert, Martine and the others (Interviews conducted and
presented by Geneviève Zarate)..............................................................................................35
Mathias ........................................................................................................................35
Comment.................................................................................................................................35
Wolfgang .....................................................................................................................36
Comment.................................................................................................................................37
Maria ............................................................................................................................38
Comment.................................................................................................................................39
Albert ...........................................................................................................................40
Comment.................................................................................................................................42
Martine........................................................................................................................42
Comment.................................................................................................................................44
BIBLIOGRAPHY
ORIGINAL BIBLIOGRAPHY (1997) .............................................................................45
COMPLEMENTARY BIBLIOGRAPHY (2009) ..............................................................48
下载链接: http://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_en.pdf 多谢分享资源。
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