Albane Cain
Biographic Data
| ID | 4251293 |
|---|---|
| NAME | Albane Cain |
| GIVEN NAMES | Albane |
| FAMILY NAME | Cain |
| SIGNATURE | CAIN A |
| AFFILIATIONS | Institut Français de l'Éducation |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2000 |
| H-INDEX | 2 |
Actions de formation à l'étranger des enseignants de langues et ouverture à l'autre
L'article qui suit traite des actions de formation proposées aux enseignants ainsi que des échanges poste pour poste de professeurs de langues vivantes. Cet ensemble de propositions est examiné du double point de vue de l'ouverture à l'autre et des modalités de cette ouverture. Des constantes traversent ce corpus : la focalisation sur le métier d'enseignant de langue étrangère, l'actualisation des connaissances concernant le pays organisateur de …
The role of training courses in developing openness to otherness
The purpose of this article is to suggest a framework of evaluation for in‐service courses for language teachers with respect to the degree to which they offer participants the opportunity to become more open to otherness. We describe training courses in five countries (France, Ireland, Portugal and Spain, and the UK) and examine the ways in which they typically bring participants into contact with natives of another culture. A second dimension o…
Analysing representations of otherness using different text‐types
Foreign language learning confronts learners with the challenge of constructing new representations of other cultures and, in the process, of questioning representations of their own. In order to learn a foreign language we must first learn how to construct new representations of other cultures, and in the process, we must also learn how to revise our representations of our own culture. Yet there are few systematic approaches to this critical asp…
Why should language teachers teach culture
There is an implicit and pervasive resistance among many foreign language teachers to going beyond linguistic training and the anecdotal transmission of cultural facts. This paper analyses the deep historical and social reasons for such a resistance in the educational systems of the United States, France and Ireland. It sketches the principles of a discourse‐based pedagogy that views culture as language and language as culture, and that makes the…
The in‐service interview
The semi‐structured interview is used as a means of understanding the experience of taking an in‐service education course in a foreign country as it is experienced by the participants. The interview went beyond the function of providing feedback to the course organisers, and into the realm of contextualising the course experience in participants’ total educational and professional career. The interview is not, however, one‐sided. It also offers t…
Why should language teachers teach culture
There is an implicit and pervasive resistance among many foreign language teachers to going beyond linguistic training and the anecdotal transmission of cultural facts. This paper analyses the deep historical and social reasons for such a resistance in the educational systems of the United States, France and Ireland. It sketches the principles of a discourse‐based pedagogy that views culture as language and language as culture, and that makes the…
The role of training courses in developing openness to otherness
The purpose of this article is to suggest a framework of evaluation for in‐service courses for language teachers with respect to the degree to which they offer participants the opportunity to become more open to otherness. We describe training courses in five countries (France, Ireland, Portugal and Spain, and the UK) and examine the ways in which they typically bring participants into contact with natives of another culture. A second dimension o…
The in‐service interview
The semi‐structured interview is used as a means of understanding the experience of taking an in‐service education course in a foreign country as it is experienced by the participants. The interview went beyond the function of providing feedback to the course organisers, and into the realm of contextualising the course experience in participants’ total educational and professional career. The interview is not, however, one‐sided. It also offers t…
The role of training courses in developing openness to otherness
The purpose of this article is to suggest a framework of evaluation for in‐service courses for language teachers with respect to the degree to which they offer participants the opportunity to become more open to otherness. We describe training courses in five countries (France, Ireland, Portugal and Spain, and the UK) and examine the ways in which they typically bring participants into contact with natives of another culture. A second dimension o…
Analysing representations of otherness using different text‐types
Foreign language learning confronts learners with the challenge of constructing new representations of other cultures and, in the process, of questioning representations of their own. In order to learn a foreign language we must first learn how to construct new representations of other cultures, and in the process, we must also learn how to revise our representations of our own culture. Yet there are few systematic approaches to this critical asp…
Why should language teachers teach culture
There is an implicit and pervasive resistance among many foreign language teachers to going beyond linguistic training and the anecdotal transmission of cultural facts. This paper analyses the deep historical and social reasons for such a resistance in the educational systems of the United States, France and Ireland. It sketches the principles of a discourse‐based pedagogy that views culture as language and language as culture, and that makes the…
The in‐service interview
The semi‐structured interview is used as a means of understanding the experience of taking an in‐service education course in a foreign country as it is experienced by the participants. The interview went beyond the function of providing feedback to the course organisers, and into the realm of contextualising the course experience in participants’ total educational and professional career. The interview is not, however, one‐sided. It also offers t…
Actions de formation à l'étranger des enseignants de langues et ouverture à l'autre
L'article qui suit traite des actions de formation proposées aux enseignants ainsi que des échanges poste pour poste de professeurs de langues vivantes. Cet ensemble de propositions est examiné du double point de vue de l'ouverture à l'autre et des modalités de cette ouverture. Des constantes traversent ce corpus : la focalisation sur le métier d'enseignant de langue étrangère, l'actualisation des connaissances concernant le pays organisateur de …
Sociology (5 works) · Psychology (4 works) · Second Language Learning and Teaching (4 works) · EFL/ESL Teaching and Learning (3 works) · Foreign language (3 works) · French Language Learning Methods (3 works) · Linguistics (3 works) · Pedagogy (3 works) · Political science (3 works) · Anthropology (2 works)