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The school participants were typical of many in New Zealand’s pre-secondary sector; the teachers had limited language-teaching experience and limited prior knowledge of how to develop the intercultural dimension in their language classrooms, and the students were largely at the beginning stages of learning a new language.    The book discusses the findings obtained using a range of data collection methods, including classroom observations, reflective interviews with teachers, and focus groups with students. It documents instances of breakthrough and growth for teachers and students and reveals the problems and tensions. Lastly, it reflects on thelessons learned in the course of this project and speculates on the roles that teacher education needs to play if the goal of intercultural capability is to be better achieved in language classrooms, both in New Zealand and internationally. Of interest to a wide range of stakeholders in the area of education, the book allows readers to gain an understanding of the opportunities of working with teachers through an action–research model, alongside the challenges that this brings and ways in which intercultural capability may be strengthened.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":49743819276561,"sku":"NGR9789811909900","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52453671600401,"sku":"NLS9789811909900","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9811909903.jpg?v=1751287049"},{"product_id":"foundational-principles-of-task-based-language-teaching-book-martin-east-9780367484002","title":"Foundational Principles of Task-Based Language Teaching","description":"This book is available Open Access.  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The context is New Zealand, and the focus is additional languages other than English and the recent introduction of a radical new assessment of students’ spoken proficiency, called interact. The book crosses the traditional theoretical and methodological boundaries associated with language testing research, which focuses on assessment performance, and presents an alternative approach where stakeholders become the centre of interest.  It advances our understanding of how assessment innovation impacts on two key groups - teachers and students in schools - based on data collected from a substantial two‐year research project. It presents an account of these stakeholders’ perceptions of the validity and usefulness of the new assessment in comparison with the more traditional test that it has replaced.Assessing Foreign Language Students' Spoken Proficiency makes an outstanding and original contribution to the field of second and foreign language teaching, providing a theory and research-based account of the development of a learner-centred approach to oral proficiency assessment.  It is an important resource for teachers and teacher educators as well as assessment and curriculum specialists worldwide.  It deserves to be widely read.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52136794849553,"sku":"NLS9789811091285","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9789811091285.jpg?v=1757555075"},{"product_id":"mediating-innovation-through-language-teacher-education-book-martin-east-9781009124263","title":"Mediating Innovation through Language Teacher Education","description":"This Element examines how pedagogical innovation in language classrooms can be mediated through language teacher education (LTE) by subjecting the author's own practices as a teacher educator to scrutiny. 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