An introduction to the concept of intercultural communicative language teaching and learning: A summary for teachers

Publication Details

This document is an introduction for language teachers to the concept known as intercultural communicative language teaching and learning. It is a summary of a Ministry of Education-commissioned report, Intercultural Communicative Language Teaching: Implications for Effective Teaching and Learning, produced through Victoria University of Wellington by Jonathan Newton, Eric Yates, Sandra Shearn, and Werner Nowitzki (the Newton report).

Author(s): This summary was written by Janet Rivers, based on a report written by Jonathan Newton, Eric Yates, Sandra Shearn and Werner Nowitzki of Victoria University of Wellington

Date Published: 2010

Please consider the environment before printing the contents of this report.

This report is available as a download (please refer to the 'Downloads' inset box).  To view the individual chapters please refer to the 'Sections' inset box.

Section 5: Selected References

The following references are those cited in the summary. For the complete list of references consulted by Newton et al., refer to the full Newton report.

  • Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry of Education.
  • Alton-Lee, A. (2005, May 23–24 May). Quality teaching for diverse learners: How an evidence-based approach can help. Paper presented at the ACSA Forum, Quality teachers: Quality teaching – Creating a new agenda for action by practitioners, researchers and policy makers, Melbourne.
  • Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition The Modern Language Journal, 86(4 ), 525-545.
  • Atkinson, P. A. (1985). Talk and identity: Some convergences in micro-sociology. Micro-sociology theory. In H. J. Helle & S. N. Eisentadt (Eds.), Perspectives on sociological theory (pp. 117-132). Beverly  Hills, CA: Sage.
  • Bennett, J. M., Bennett, M. J., & Allen, W. (2003). Developing intercultural competence in the language classroom. In D. L. Lange & R. M. Paige (Eds.), Culture as the core: Perspectives on culture in second language learning (pp. 237–270). Greenwich, Connecticut: Information Age Publishing.
  • Bishop, R., & Berryman, M. (2006). Culture speaks: Cultural relationships and classroom learning. Wellington: Huia.
  • Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education Palmerston North: Dunmore Press.
  • Bishop, R., Berryman, M., & Richardson, C. (2002). Te Toi Huarewa: Effective teaching and learning in total immersion Māori language educational settings. Canadian Journal of Native Education, 26(1), 44–61.
  • Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: The experiences of Year 9 and 10 Māori students in mainstream classrooms: Report to the Ministry of Education. Wellington: Ministry of Education.
  • Byram, M., & Cain, A. (1998). Civilisation/cultural studies: An experiment in French and English schools. In M. Byram & M. Fleming (Eds.), Language learning in intercultural perspective: Approaches through drama and ethnography (pp. 32-44). Cambridge: Cambridge  University Press.
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon; Philadelphia Multilingual Matters.
  • Byram, M. (2003). On being 'bicultural an intercultural'. In G. Alred, M. Byram, & M. Flemming (Eds.), Intercultural experience and education (pp. 50–66). Clevedon: Multilingual Matters.
  • Byram, M. (2006a, July). Language teaching for intercultural citizenship. Keynote address. Paper presented at the NZALT Conference, University  of Auckland.
  • Byram, M. (2006b, July). Language teaching for intercultural citizenship: the European situation. Paper presented at the NZALT conference, University  of Auckland.
  • Carr. (2007). A critical literacy approach to intercultural language teaching and learning. [Electronic Version]. ILTLP: Self-access module 1. Retrieved February 23, 2007 from http://www.iltlp.unisa.edu.au/doclibmodules/iltlp_module_self_access01.doc.
  •   Council of Europe. (2001). Common European framework of reference for languages. Cambridge: Cambridge University Press.
  • Department for Education and Skills, UK. (2002). Languages for all: Languages for life: A strategy for England. Nottingham: Author.
  • Department for Education, Employment and Training. (1991). Australia's languages: The Australian language and literacy policy: Australian Government Publishing Service.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  • Ellis, R. (2005). Instructed second language acquisition: A literature review. Wellington: Ministry of Education.
  • Finkbeiner, C. (2006). Constructing the third space together: The principles of reciprocity and cooperation. In P. R. Schmidt & C. Finkbeiner (Eds.), The ABCs of cultural understanding and communication: National and international adaptations (pp. 19–42). Greenwich, CT: Information Age Publishing.
  • Kramsch, C. (2006). The Multilingual Subject. International Journal of Applied Linguistics, 16(1), 97-110.
  • Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.
  • Liddicoat, A. J. (2001). Static and dynamic views. The New  Zealand Language Teacher, 27, 47–58.
  • Liddicoat, A. J. (2002b). Static and dynamic views of culture and intercultural language acquisition. Babel, 36,3:4-11, 37.
  • Liddicoat, A. J. (2004). Intercultural language teaching: Principles for practice. The New Zealand Language Teacher, 30, 17–23.
  • Liddicoat, A. J., Papademetre, L., Scarino, A., & Kohler, M. (2003). Report on intercultural language learning. Canberra: Department of Education, Science and Training.
  • Ministry of Education. (2007). The New Zealand curriculum. Wellington: Author.
  • Ministry of Education. (2008). Te marautanga o Aotearoa. Wellington: Author.
  • Newton, J., Yates, E., Shearn, S., & Nowitzki, W. (2009). Intercultural Communicative Language Teaching: Implications for effective teaching and learning. Wellington: Ministry of Education. [Unpublished draft report to the Ministry of Education.]
  • Phillips, J. K. (2003). National standards for foreign language learning. In D. L. Lange & R. M. Paige (Eds.), Culture as the core: Perspectives on culture in second language learning (pp. 161–171). Greenwich,  Connecticut: Information Age Publishing.
  • Samu, T. W. (2004). Multiple lenses, multiple ways of seeing our world: Some critical reflections. New Zealand Journal of Social Studies, 12(1), 8–13.
  • Samu, T. W. (2006). The 'Pasifika Umbrella' and quality teaching: Understanding and responding to the diverse realities within. Waikato Journal of Education, 12, 35-–49.
  • Tomlinson, B., & Matsuhara, H. (2004). Developing cultural awareness: Integrating culture into a language course. Modern English Teacher, 13(1), 1–7.
  • Tuuta, M., Bradnam, L., Hynds, A., Higgins, J., & Broughton, R. (2004). Evaluation of the Te Kauhua Māori Mainstream Pilot Project: Report to the Ministry of Education. Wellington: Ministry of Education.
  • Weaver, G. (1993). Understanding and coping with cross-cultural adjustment stress. In R. M. Paige (Ed.), Education for the Intercultural Experience (pp. 137–168). Yarmouth, Maine: Intercultural Press.

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