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Language, culture, and the embodied ...

Shaules, Joseph.

Language, culture, and the embodied minda developmental model of linguaculture learning/

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language, culture, and the embodied mindby Joseph Shaules.
Reminder of title:	a developmental model of linguaculture learning/
Author:	Shaules, Joseph.
Published:	Singapore :Springer Singapore :2019.
Description:	xi, 228 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Second language acquisition.
Online resource:	https://doi.org/10.1007/978-981-15-0587-4
ISBN:	9789811505874$q(electronic bk.)

Language, culture, and the embodied minda developmental model of linguaculture learning/
Shaules, Joseph.

Language, culture, and the embodied minda developmental model of linguaculture learning/[electronic resource] :by Joseph Shaules. - Singapore :Springer Singapore :2019. - xi, 228 p. :ill., digital ;24 cm.

Part 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.

There 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.

ISBN: 9789811505874$q(electronic bk.)

Standard No.: 10.1007/978-981-15-0587-4doiSubjects--Topical Terms:

179062
Second language acquisition.

LC Class. No.: P118.2 / .S53 2019

Dewey Class. No.: 401.93

Language, culture, and the embodied minda developmental model of linguaculture learning/
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505 0 $a Part 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 $a There 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.
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