000			03140nam a2200397 i 4500
001			OTLid0000357
003			MnU
005			20241120064012.0
006			m o d s
007			cr
008			180907s2013 mnu o 0 0 eng d
020			_a9781909188211
040			_aMnU _beng _cMnU
050		4	_aL7
050		4	_aP123
100	1		_aQuist, Gerdi _eauthor
245	0	0	_aReading With My Eyes Open _bEmbracing the critical and the personal in language pedagogy _cGerdi Quist
264		2	_aMinneapolis, MN _bOpen Textbook Library
264		1	_a[Place of publication not identified] _bUbiquity Press _c[2013]
264		4	_c©2013.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	0		_aOpen textbook library.
505	0		_aIntroductionChapter 1 Tensions Between the Old and the New: The Influence of Educational Ideologies on Language TeachingChapter 2 Culture Pedagogy: Some Theoretical Considerations -- Teaching Culture -- Language in Relation to Culture -- Social and Cultural Views of Language -- Chapter 3 Being Intercultural Through Texts: The Student as Text Ethnographer -- Intercultural Communication in Language Teaching -- Texts -- Chapter 4 Context of Teaching and ResearchChapter 5 Tensions in the Classroom -- Lesson 1: Text as ‘Text' -- Lesson 2: Cultuurtekst -- Chapter 6 Conclusion: Embracing Tensions -- The Research Findings
520	0		_aUntangling the various approaches to language teaching and their history, Gerdi Quist maps recent thinking in language studies at university. Using an interdisciplinary theoretical framework, drawn from educational philosophy, cultural studies, intercultural studies and language pedagogy, the author discusses the many tensions and currents in contemporary language teaching. The author puts forward an alternative pedagogy, that of a cultuurtekst-perspective, which engages learners at complex linguistic and cultural levels. In discussing the case study in which this approach is tested, the author develops her argument for embracing various critical perspectives through the personal engagement of students. From the start the author acknowledges her own engaged position as a language teacher in a liberal humanistic educational environment. She adopts a self-critical perspective through which her engagement with adverse student reaction leads to deepening insights both for the author and her students as part of the non-linear process of learning. Gerdi Quist teaches Dutch language and lectures on multiculturalism and intercultural communication. Recent publications included a book chapter and journal articles on language pedagogy and intercultural communication.
542	1		_fAttribution
546			_aIn English.
588	0		_aDescription based on online resource
650		0	_aEducation _vTextbooks
650		0	_aLinguistics _vTextbooks
650		0	_aHumanities _vTextbooks
710	2		_aOpen Textbook Library _edistributor
856	4	0	_uhttps://open.umn.edu/opentextbooks/textbooks/357 _zAccess online version
999			_c38614 _d38614