How does intercultural language teaching and learning fit with pedagogical practice models such as Gardiner’s intelligences, Bloom’s taxonomy, Multiliteracies, Learning by Design, etc…?
Intercultural language teaching and learning does not exclude the use of other pedagogical models such as Gardiner’s model of multiple intelligences or Bloom’s three domains of educational goals. The question is rather how to use other models to assist in the implementation of intercultural language teaching and learning. For example Gardiner’s multiple intelligences are useful in reminding teachers of the importance of catering for different learning inclinations in the classroom. Bloom’s taxonomy can help us unpack the different cognitive & affective processes at play in ‘noticing’ new linguistic/cultural input and the subsequent ‘comparing’ and ‘reflecting’ phases embedded in intercultural language teaching and learning’s main pedagogical principles. This response was prepared by Chantal Crozet. Contact him for further discussion.
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