How to Teach Contrastive Intercultural Rhetoric: Some Ideas for Pedagogical ApplicationReport as inadecuate

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New Horizons in Education, v59 n3 p71-81 Dec 2011

Background: Despite years of intense criticism of contrastive (intercultural) rhetoric, theoretical debate, and controversy, there has been a recent resurgence in the number of high quality pedagogical studies concerning the teaching of intercultural rhetoric in university writing classes for East-Asian (Chinese, Japanese, and Korean) writers. Aims: This article seeks to link theory to practice, synthesize the best methods and techniques from the aforementioned recent studies and begin a "how to" discussion for ESL / EFL writing instructors. Literature Review: Recent research suggests techniques such as (1) students as ethnographers, (2) e-learning, (3) use of students' L1, and (4) teacher conferencing and peer response can enhance intercultural rhetoric and second language writing instruction as a result. The "How To"

.Classroom Implementation: The researcher discusses the aforementioned research-based techniques introduced in the literature review section and makes practical and specific suggestions for implementing them in writing classrooms. Conclusion: A number of recent studies in East-Asia in particular (China, Japan, and Korea), have pointed to a pedagogically practical resurgence of intercultural rhetoric.

Descriptors: Electronic Learning, Rhetoric, Foreign Countries, Writing Instruction, Teaching Methods, Intercultural Programs, Theory Practice Relationship, Curriculum Implementation, Change Strategies, Educational Strategies, Instructional Innovation, Classroom Techniques, Writing Strategies, Best Practices

Hong Kong Teachers' Association. 242 Nathan Road, National Court 7/F, Kowloon, Hong Kong. Tel: +852-2367-3420; Fax: +852-2722-4813; e-mail: hkta1934[at]; Web site:

Author: Walker, Deron


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