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Target Language, Target Culture: Intercultural Competence in the SSL (Spanish as a Second Language) Classroom

Target Language, Target Culture: Intercultural Competence in the SSL (Spanish as a Second Language) Classroom

José Carlos Escobar
Copyright: © 2020 |Pages: 18
ISBN13: 9781522592792|ISBN10: 1522592792|EISBN13: 9781522592808
DOI: 10.4018/978-1-5225-9279-2.ch050
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MLA

Escobar, José Carlos. "Target Language, Target Culture: Intercultural Competence in the SSL (Spanish as a Second Language) Classroom." Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2020, pp. 1064-1081. https://doi.org/10.4018/978-1-5225-9279-2.ch050

APA

Escobar, J. C. (2020). Target Language, Target Culture: Intercultural Competence in the SSL (Spanish as a Second Language) Classroom. In I. Management Association (Ed.), Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications (pp. 1064-1081). IGI Global. https://doi.org/10.4018/978-1-5225-9279-2.ch050

Chicago

Escobar, José Carlos. "Target Language, Target Culture: Intercultural Competence in the SSL (Spanish as a Second Language) Classroom." In Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1064-1081. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9279-2.ch050

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Abstract

Learning a language must result in becoming competent in a new culture because accessing the culture language stands for and being able to share its cultural content requires learning not just the meaning but also the historical and social background of its vocabulary. Words reveal the linguistic and social behavior of native speakers and give students a full understanding of the target language. This chapter deals with different concerns present in foreign language classrooms, a space where language and intercultural competence must be developed. It describes some linguistic competence-related concerns (Section 1), then it deals with specific intercultural related aspects of grammar and perception which are part of the linguistic competence to be developed in class (Section 2) and it finishes with a general description of three basic ways used in the Spanish-as-second-language (SSL) classroom in order to teach language and culture so as to help students to develop intercultural competence (Section 3).

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