Linguistics for Intercultural Education -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction: Linguistics for intercultural education -- 1. Introduction -- 2. A different approach: Linguistics for intercultural education? -- 3. What is the "intercultural" in "intercultural education"? -- 4. Language and intercultural education -- 5. What linguistic approaches can benefit intercultural education? -- 6. A proposal: Four emphases -- 7. About this volume -- Acknowledgements -- References -- I. Developing intercultural competence through the use of linguistics -- Avoiding the essentialist trap in intercultural education: Using critical discourse analysis to read -- 1. Introduction -- 2. Nationalist standard practices and intercultural education -- 3. The uses and utility of critical discourse analysis -- 4. Objectification, prescription, and alignment in essentialized language instruction -- 5. Objectification, prescription, and alignment in an alternative to nationalist essentialism -- 6. Discussion -- 7. Conclusion -- References -- Linking learning objectives of linguistic savoir-faire and intercultural competence in mobility expe -- 1. Introduction -- 2. Articulating objectives of linguistic and intercultural competence -- 3. Materials and method -- 4. Analysis -- 5. Conclusions -- References -- A place for pragmatics in intercultural teaching and learning -- 1. Introduction -- 2. Methodology -- 3. Data -- 4. Conclusion -- References -- Strategy-based learning of pragmatics for intercultural education -- 1. The role of pragmatics in intercultural education -- 2. Language learner strategies -- 3. A strategic approach to the learning and performance of speech acts -- 4. The research design -- 5. The findings -- 6. Discussion and conclusions -- References -- Appendix:.

Making the 'invisible' visible: A conversation analytic approach to intercultural teaching and learn -- 1. Introduction -- 2. Overview of intercultural language learning -- 3. Making the 'invisible' visible through talk-in-interaction -- 4. Chinese Mandarin telephone openings and the use of ni hao ma -- 5. Analysis of language learners' use of ni hao ma -- 6. Using CA as an effective tool in ILT and ILL -- 7. Conclusion -- References -- Appendix 1 -- Appendix 2 -- II. Linguistics for studying interculturality in education -- Language teachers and learners interpreting the world: Identifying intercultural development in lang -- 1. Introduction -- 2. Linguistics and its possibilities for understanding intercultural learning -- 3. The language lesson -- 4. Language teachers and learners interpreting their worlds -- References -- Constructing a relationship to otherness in web-based exchanges for language and culture learning -- 1. Introduction -- 2. Discourse analysis of the 'intercultural' -- 3. Cultura -- 4. A methodology for understanding the "inter" -- 5. Positioning of the students: Some linguistic markers -- 6. The contextual constraints of discourse -- 7. Discussion and conclusion -- References -- Complex and symbolic discursive encounters for intercultural education in plurilingual times -- 1. Introduction -- 2. Symbolic competence as a way of understanding intercultural competence -- 3. Plurilingual competence, code-switching and trilingual education -- 4. Social representations of plurilingual competence and language uses by French-German learners -- 5. Conclusions and open questions -- References -- Appendix -- Index.