This wide-ranging survey of issues in intercultural language teaching and learning covers everything from core concepts to program evaluation, and advocates a fluid, responsive approach to teaching language that reflects its central role in fostering intercultural understanding.
The selection of papers raise a number of pertinent issues which are significant in the on-going debate regarding the value of cognitive and learning styles in education and training practice
Activity theory and its concept of expansive learning are examined with the help of four questions: 1. Who are the subjects of
learning? 2. Why do they learn? 3. What do they learn? 4. How do they learn?
Designing effective learning requirements requires a clear understanding of, and attention to, both commonalities and differences in the learners and the learning.