This publication explores the roles and tasks carried out by language educators - teachers, teacher trainers, materials writers and others - and the way in which these might develop in the years to come.Emphasis is placed on the educative role of language teachers and the importance of adapting the language education to meet the needs of an increasingly multilingual and multicultural Europe.The authors suggest that this may lead to the development of a new paradigm for language teaching and that this will require a new didactic approach. Language education will be influenced by technological d.

Within foreign language education contexts across the globe, inadequate attention has been paid to documenting the dynamics of identity development, negotiation and management. This book looks at these dynamics in specific relation to otherness, in addition to attitudinal and behavioural overtones created through use of the term 'foreign' (despite its position as an integral marker in language acquisition discourse). This book argues that individual identities are multidimensional constructs that gravitate around a hub of intricate social networks of multimodal intergroup interaction. The chapters pursue a collective desire to move the notion of identity away from theoretical abstraction and toward the lived experiences of foreign language teachers and students. While the identities entangled with these interactions owe a significant measure of their existence to the immediate social context, they can also be actively developed by their holders. The collection of chapters within this book demonstrate how foreign language education environments (traditional and non-traditional) are ideal locations for the development of a sophisticated repertoire of discursive strategies used in the formulation, navigation, expression and management of social identities and multiple selves.

This volume of essays, the product of a 2-day conference held at The American University of Rome in October 2012, brings together innovative and creative approaches to teaching Italian language, literature, culture and the arts. Featuring the perspectives of Italian professors teaching within a range of geographical contexts, from Europe (with a focus on Italy) to the UK and the USA, the essays also address a range of academic and social contexts, from university, study abroad and ERASMUS set ...

Cette publication explore les rôles et les taches des professionnels en langues -enseignants, formateurs d'enseignants, auteurs de supports et autres- ainsi que leur développement portentiel dans les années à venir.

Several well-known researchers participated in that debate, amongst whom Richard Rorty (United States), Meinrad Hebga (Cameroon), Harris Memel-Fot? (C?te d'Ivoire), and more than seventy philosophers, historians, anthropologists, literary critics, and psychoanalysts from various countries. Paulin J. Hountondji is a Professor of Philosophy at the National University of Benin Republic, joint-laureate of Mohamed El Fasi 2004 prize. He is the Director of the African Centre of Higher Education in Porto-Novo. The American version of his book ? philosophie africaine ? : critique de l'ethnophilosophie (Paris, Maspero 1976) (African philosophy, Myth and Reality, Bloomington : Indiana University Press, 1983) was awarded the Herskovits Prize in 1984. The book is part of the 100 best African books of the 20th century selected in Accra in the year 2000.

First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.