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020 _a9789811505874
024 7 _a10.1007/978-981-15-0587-4
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aCJ
_2bicssc
072 7 _aEDU018000
_2bisacsh
072 7 _aCJ
_2thema
082 0 4 _a407.1
_223
100 1 _aShaules, Joseph.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aLanguage, Culture, and the Embodied Mind
_h[electronic resource] :
_bA Developmental Model of Linguaculture Learning /
_cby Joseph Shaules.
250 _a1st ed. 2019.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2019.
300 _aXI, 228 p. 43 illus., 21 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aPart 1 Background: Deep learning, language and culture -- 1. Introduction -- 2. Deep language and culture learning -- 3. Globalization and deep culture learning -- 4. The intuitive mind -- 5. Deep learning -- 6. The psychology of linguaculture learning -- Part 2 Theory: The Developmental Model of Linguaculture Learning -- 7. Language and culture pedagogy -- 8. The language and culture debate -- 9. An embodied view of linguaculture -- 10. A developmental model of linguaculture learning -- 11. The DMLL as a roadmap to learning -- Part 3 Practice: A user’s guide to the DMLL -- 12. FAQs of a linguaculture learning approach -- 13. The DMLL in Language Learning -- 14. Deep culture learning -- 15. Conclusion.
520 _aThere is an odd contradiction at the heart of language and culture learning: Language and culture are, so to speak, two sides of a single coin—language reflects the thinking, values and worldview of its speakers. Despite this, there is a persistent split between language and culture in the classroom. Foreign language pedagogy is often conceptualized in terms of gaining knowledge and practicing skills, while cultural learning goals are often conceptualized in abstract terms, such asawareness or criticality. This book helps resolve this dilemma. Informed by brain and mind sciences, its core message is that language and culture learning can both be seen as a single, interrelated process—the embodiment of dynamic systems of meaning into the intuitive mind. This deep learning process is detailed in the form of the Developmental Model of Linguaculture Learning (DMLL). Grounded in dynamic skill theory, the DMLL describes four developmental levels of language and culture learning, which represents a subtle, yet important shift in language and culture pedagogy. Rather than asking how to add culture into language education, we should be seeking ways to make language and culture learning deeper—more integrated, embodied, experiential and transformational. This book provides a theoretical approach, including practical examples, for doing so.
650 0 _aLanguage and education.
650 0 _aEducational psychology.
650 0 _aEducation—Psychology.
650 0 _aIntercultural communication.
650 0 _aCognitive grammar.
650 1 4 _aLanguage Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O23000
650 2 4 _aEducational Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O39000
650 2 4 _aIntercultural Communication.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N68000
650 2 4 _aCognitive Linguistics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N58000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811505867
776 0 8 _iPrinted edition:
_z9789811505881
776 0 8 _iPrinted edition:
_z9789811505898
856 4 0 _uhttps://doi.org/10.1007/978-981-15-0587-4
942 _2ddc
_cEBOOK