Developing Critical Cultural Awareness in Modern Languages

Elinor Parks completed her PhD at the University of Hull. She is currently Tutor of German at the University of York and the University of Manchester. Her research explores the complexity behind the separation between language and content in modern language degrees both in the UK and in the US. In particular, the research examines implications of the divide for students’ development of criticality and intercultural competence.

• Introduction; 1. Problematising the separation between language and content in UK and US Modern Language degrees; 2. Language graduates with ‘deep translingual and transcultural competence’; 3. Fostering Criticality and Intercultural Communicative Competence (ICC) in Higher Education; 4. Exploring faculty and students’ views on the ML curriculum and students’ development of critical cultural awareness and criticality; 5. Observed differences and similarities between British and American universities; 6. Fostering criticality development; 7. The development of intercultural competence and critical cultural awareness; 8. Defining and contextualising two emerging new competencies: communicative criticality and savoir se reconnaître; 9. Towards a new understanding of language degrees and critical cultural awareness: Implications for theory, research and practice

Critically motivated, comprehensively researched and lucidly written, this timely study analyses the challenges faced by the Higher Education foreign language curriculum in the 21st century. Based on extensive evidence which features the voices of both educators and students, this book extends our understanding of the field through proposing a radical synthesis of interculturality and criticality.-Malcolm N. MacDonald is Associate Professor of language education and applied linguistics at the University of Warwick, UK and editor of the Language and Intercultural Communication Journal.