Annotated Bibliography On Teaching World Language

Annotated Bibliography

Topic: Teaching World Languages

In the last few decades, New Zealand has seen a remarkable shift in demographic, resulting in an increasingly diverse social, cultural and linguistic composition. Where before New Zealanders may have only rarely come into contact with people of other cultures, or people who spoke other languages, this is no longer the case. The global world we inhabit demands more of us; it is no longer an option to be culturally naïve, nor is it an option to be absolutely monolingual. This bibliography aims to identify a number of key texts concerning the field of teaching world languages, while also investigating the relationship between the teaching of world languages, culture, identity and how educators

Gibbs & Holt wrote this report for the Ministry of Education, evaluating the results of three initiatives in expanding second language learning at a pre-secondary level (in particular, years 7 & 8). A wide range of literature is reviewed, originating from all over the world. This literature summary provides educators with a chance to compare and contrast language learning policies, helping them to understand more fully the logic and theory behind New Zealand's current language learning policy. The authors then identify a number of strengths and concerns regarding the teaching of world languages in New Zealand, suggesting a number of areas where further research and development is

& Scarino, A. (2013). Intercultural Language Teaching and Learning. Chichester, U.K.: John Wiley and Sons.

This book was written by two South Australian professors, but it's relevance to the New Zealand context cannot be overlooked. Liddicoat & Scarino's focus on the intercultural aspects of language teaching and learning reflects New Zealand's increasingly multicultural setting, reinforcing learning languages as a tool to help develop students' understanding of the rich diversity of culture. Introducing readers to a wealth of core concepts in language, culture and identity, the authors provide educators and researchers alike a starting point for engaging with the extensive research completed in this field, while sharing detailed assessment of a wide range of factors relating to language teaching and learning. This text is a comprehensive, thorough analysis which aims to support those new to this subject in developing their practice and instruction, while also advocating for a responsive and fluid focus based on the needs of each individual language