Dr Elinor Parks' Outputs (7)

Fostering Critical Interculturality in Foreign Language Education (2024)
Presentation / Conference Contribution
Parks, E. (2024, September). Fostering Critical Interculturality in Foreign Language Education. Presented at XVIII CercleS Conference 2024, Durham University - TLC

While on the one hand interculturality, as a notion, has become an object of research, which is increasingly critical, on the other, we continue to witness discourses about culture and concepts such as intercultural competence within foreign language... Read More about Fostering Critical Interculturality in Foreign Language Education.

Fostering critical interculturality in foreign language education (2024)
Book Chapter
Parks, E. (in press). Fostering critical interculturality in foreign language education. In F. Dervin (Ed.), The Routledge Handbook of Critical Interculturality in Communication and Education. Routledge. https://doi.org/10.4324/9781003513940

While on the one hand interculturality, as a notion, has become an object of research, which is increasingly critical, on the other, we continue to witness discourses about culture and concepts such as intercultural competence within foreign language... Read More about Fostering critical interculturality in foreign language education.

Towards a representation of German as a “Glocal Language” – Redesigning the curriculum of two beginner’s language courses at Durham University (2024)
Presentation / Conference Contribution
Parks, E. (2024, June). Towards a representation of German as a “Glocal Language” – Redesigning the curriculum of two beginner’s language courses at Durham University. Presented at GLOCADEMIA IG - CULTNET Special Interest Group, Online - hosted jointly by Manuela Guilherme (Lisbon, Portugal) and Manuela Wagner (Connecticut, USA)

Foreign Language (FL) education, particularly the teaching of ‘language’ from beginner to intermediate levels, is overwhelmingly driven by a Communicative Language Teaching (CLT) approach. To maximise exposure to the Target Language (TL), teaching ap... Read More about Towards a representation of German as a “Glocal Language” – Redesigning the curriculum of two beginner’s language courses at Durham University.

COVID-19 and Interculturality: revisiting assumptions about intercultural competence and criticality development in Modern Language degree programmes (2023)
Journal Article
Parks, E. (2023). COVID-19 and Interculturality: revisiting assumptions about intercultural competence and criticality development in Modern Language degree programmes. Language and Intercultural Communication, 23(1), 88-104. https://doi.org/10.1080/14708477.2022.2162065

The initial response to Covid-19 exposed widespread racism and Sinophobia across the world, which contributed to a rethinking of equality and diversity in Higher Education (HE) and beyond. Within Modern Languages, much attention has been placed on de... Read More about COVID-19 and Interculturality: revisiting assumptions about intercultural competence and criticality development in Modern Language degree programmes.

Developing Critical Cultural Awareness in Modern Languages: A Comparative Study of Higher Education in North America and the United Kingdom (2020)
Book
Parks, E. (2020). Developing Critical Cultural Awareness in Modern Languages: A Comparative Study of Higher Education in North America and the United Kingdom. Routledge. https://doi.org/10.4324/9780429341236

This volume explores the relationship between language and culture while considering its implications for the teaching of modern foreign languages in higher education. Drawing on a comparative empirical study conducted at universities both in the UK... Read More about Developing Critical Cultural Awareness in Modern Languages: A Comparative Study of Higher Education in North America and the United Kingdom.

The separation between language and content in Modern Language degrees: implications for students’ development of critical cultural awareness and criticality (2019)
Journal Article
Parks, E. (2020). The separation between language and content in Modern Language degrees: implications for students’ development of critical cultural awareness and criticality. Language and Intercultural Communication, 20(1), 22-36. https://doi.org/10.1080/14708477.2019.1679161

The paper reports on the findings of a PhD study exploring the implications of the separation between language and content in Modern Languages for students' development of intercultural competence and criticality across four universities – two in the... Read More about The separation between language and content in Modern Language degrees: implications for students’ development of critical cultural awareness and criticality.

Communicative criticalityandsavoir se reconnaître: emerging new competencies of criticality and intercultural communicative competence (2017)
Journal Article
Parks, E. (2018). Communicative criticalityandsavoir se reconnaître: emerging new competencies of criticality and intercultural communicative competence. Language and Intercultural Communication, 18(1), 107-124. https://doi.org/10.1080/14708477.2017.1401691

This study reports on the findings of a PhD study investigating the implications of the division between language and content in Modern Language degrees on students’ development of intercultural competence and criticality across four universities, tw... Read More about Communicative criticalityandsavoir se reconnaître: emerging new competencies of criticality and intercultural communicative competence.