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Intro and Chaps 1-Language Culture and the Embodied Mind, Shaules (2020)
Description: Book excerpt. Language, Culture and the Embodied Mind: A Developmental of Linguaculture Learning. This book was produced with support from JII and JII members. Further chapters are available on request. Please contact us.
Linguaculture Resistance: An Intercultural Adjustment Perspective on Negative Learner Attitudes in Japan, Juntendo Journal of Global Studies, Vol. 2, pp. 66–78
Description: This article reports on an exploratory study of negative attitudes towards English language learning among Japanese learners. Results showed that negative student comments provided evidence of resistance, including self-criticism and psychological distancing. The notion of resistance is proposed as a way to gain insight into, and destigmatize, negative attitudes among language learners. Ideas for further research are suggested.
Abstract: This paper proposes a “deep culture” approach to intercultural education grounded in insights from cultural psychology. It argues that foreign experiences are psychologically challenging and that insights from cultural psychology and related fields can help learners better navigate foreign experiences. It contrasts how culture and cultural learning are conceptualized in intercultural education and cultural psychology. It presents key psychological insights that are useful in intercultural education, including: an embodied view of culture; predictive processing; dual-processing models of cognition; Oz moments (culture bumps); cultural variation in various psychological domains; the cognitive processes related to empathy; and cognitive bias and ethnocentrism. Examples are given of how these ideas are being applied. The authors call for a greater integration of cultural psychology insights into intercultural education.