By D. Rivers
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These quotes also point to an important reality, that students’ experiences of language travel extend well beyond the classroom, comprising home-stay experiences and getting-around experiences, as well as encounters in everyday life, part-time jobs (for many longer-stay students), and engagement with their peers from myriad countries. For some students, this will be a first experience of living away from the parental home, and for most it represents a first time sojourning abroad. One expectation that emerges, therefore, is that their teacher will act as a conduit into the local culture: an explainer, an ‘insider’, a guide.
Amy, Director of Studies, chain language centre, State Capital, 2012) Phiona Stanley 39 The majority of [teachers] are big booming personalities with smiles. The joker – jocular, ‘hey, look at me’ kind of person ... big, bubbly – people who could host children’s television ... There are lots of them. There are lots of them. I think of the more successful teachers where I am and they’re all dimply-faced people. Almost like a baby face. You know, the non-threatening face that you see on a baby, with big dimples and kind of maybe lower eyes and big smiles.
1992). Empowering education: Critical teaching for social change. : University of Chicago Press. Simon, R. I. (1992). Teaching against the grain: Texts for pedagogy of possibility. Toronto: OISE Press. Spivak, G. (1990). The making of Americans, the teaching of English, and the future of culture studies. New Literary History, 21(4): 781–98. Žižek, S. (1989). The sublime object of ideology. New York: Verso. Part I Countering Micro-Processes in Local Contexts This page intentionally left blank 1 Language-Learner Tourists in Australia: Problematizing ‘the Known’ and its Impact on Interculturality Phiona Stanley Introduction Think of ‘typical’ Australian scenes, and what springs to mind?