Making intercultural language learning visible and assessable

Robyn Moloney; Lesley Harbon

Making intercultural language learning visible and assessable

Robyn Moloney, Lesley Harbon

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

Abstract

While languages education (Liddicoat, 2002) is being transformed by intercultural language learning theory, there is little illustration of either how students are achieving intercultural learning or how to assess it. This article reports on a study of high school language students in Sydney, Australia. Its findings make visible student intercultural learning within language study and thus make possible new modes of assessment of this learning. Pedagogical implications arising from this study are discussed.

Original language	English
Title of host publication	Proceedings of Second International Conference on the Development and Assessment of Intercultural Competence
Editors	Beatrice Dupuy, Linda Waugh
Publisher	University of Arizona Press
Pages	281-303
Number of pages	23
Volume	1
Publication status	Published - 2010
Event	International Conference on the Development and Assessment of Intercultural Competence (2nd : 2010) - Arizona Duration: 29 Jan 2010 → 31 Jan 2010

Conference

Conference	International Conference on the Development and Assessment of Intercultural Competence (2nd : 2010)
City	Arizona
Period	29/01/10 → 31/01/10

Cite this

@inproceedings{350334bba99f47578b90b8e166693c07,

title = "Making intercultural language learning visible and assessable",

abstract = "While languages education (Liddicoat, 2002) is being transformed by intercultural language learning theory, there is little illustration of either how students are achieving intercultural learning or how to assess it. This article reports on a study of high school language students in Sydney, Australia. Its findings make visible student intercultural learning within language study and thus make possible new modes of assessment of this learning. Pedagogical implications arising from this study are discussed.",

author = "Robyn Moloney and Lesley Harbon",

year = "2010",

language = "English",

volume = "1",

pages = "281--303",

editor = "Beatrice Dupuy and Linda Waugh",

booktitle = "Proceedings of Second International Conference on the Development and Assessment of Intercultural Competence",

publisher = "University of Arizona Press",

address = "United States",

note = "International Conference on the Development and Assessment of Intercultural Competence (2nd : 2010) ; Conference date: 29-01-2010 Through 31-01-2010",

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Moloney, R & Harbon, L 2010, Making intercultural language learning visible and assessable. in B Dupuy & L Waugh (eds), Proceedings of Second International Conference on the Development and Assessment of Intercultural Competence. vol. 1, University of Arizona Press, pp. 281-303, International Conference on the Development and Assessment of Intercultural Competence (2nd : 2010), Arizona, 29/01/10.

Making intercultural language learning visible and assessable. / Moloney, Robyn; Harbon, Lesley.
Proceedings of Second International Conference on the Development and Assessment of Intercultural Competence. ed. / Beatrice Dupuy; Linda Waugh. Vol. 1 University of Arizona Press, 2010. p. 281-303.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

TY - GEN

T1 - Making intercultural language learning visible and assessable

AU - Moloney, Robyn

AU - Harbon, Lesley

PY - 2010

Y1 - 2010

N2 - While languages education (Liddicoat, 2002) is being transformed by intercultural language learning theory, there is little illustration of either how students are achieving intercultural learning or how to assess it. This article reports on a study of high school language students in Sydney, Australia. Its findings make visible student intercultural learning within language study and thus make possible new modes of assessment of this learning. Pedagogical implications arising from this study are discussed.

AB - While languages education (Liddicoat, 2002) is being transformed by intercultural language learning theory, there is little illustration of either how students are achieving intercultural learning or how to assess it. This article reports on a study of high school language students in Sydney, Australia. Its findings make visible student intercultural learning within language study and thus make possible new modes of assessment of this learning. Pedagogical implications arising from this study are discussed.

M3 - Conference proceeding contribution

VL - 1

SP - 281

EP - 303

BT - Proceedings of Second International Conference on the Development and Assessment of Intercultural Competence

A2 - Dupuy, Beatrice

A2 - Waugh, Linda

PB - University of Arizona Press

T2 - International Conference on the Development and Assessment of Intercultural Competence (2nd : 2010)

Y2 - 29 January 2010 through 31 January 2010

ER -

Making intercultural language learning visible and assessable

Abstract

Conference

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