This book raises some very important questions concerning the objectives of ML education in the United States and offers different avenues of exploring the related issues. Kearney convincingly argues the benefits and relevance of a semiotic approach to intercultural learning in ML education via a textually rich classroom and clearly outlines the role of meaning-making potentials.
Stephanie J. Lerat, ... Read moreUniversity of Lorraine, France
LINGUIST List 27.4163
This exciting publication masterfully weaves together two critical components in modern language education-intercultural learning and meaning making-and illustrates the features of classroom culture-in-language-learning. Given its focus on culture in language education, it will resonate with several audiences, including researchers of intercultural learning, those learning how to conduct qualitative research, and language educators seeking to broaden their pedagogical knowledge related to teaching culture.
Heather Willis Allen, University of Wisconsin-Madison, USA This book addresses, in a superb and comprehensive manner, the question of how students and teachers actually realise the practice of interpreting, creating and exchanging meaning in language learning, recognising that these processes are cultural and indeed, intercultural. Its distinctive feature is that it addresses seamlessly and authoritatively both the conceptualisation and the enactment in practice of intercultural language teaching and learning. A real pleasure to read.
Angela Scarino, University of South Australia, Australia Erin Kearney's book is theoretically engaging and deeply insightful in the argument it foregrounds for a social semiotic approach in modern languages teaching and learning. Truly a 'must read' for graduate students and scholars interested in contemporary debates on ML education, this book could not have been more timely.
Beatrice Dupuy, University of Arizona, USA Show Less