Intercultural dialogue in practice: managing value judgment through foreign language education

摘要

This book arose from Houghton's sense of being an outsider during a decade of work in the Japanese education system. Its goals centre on issues surrounding value judgment, which is the linchpin of the 'Intercultural Dialogue' (ID) model proposed here. This framework provides 'a concrete set of suggestions to teachers as to how they can organize their teaching activities better when they attempt to include intercultural competence in their pedagogical aims' (73). Integrating relevant theory in psychology, communication and education, the author creates a coherent prescriptive approach to foreign-language teaching practices meant to 'develop intercultural communicative competence in learners' (184).