本丛书的各分册主题均为近年来应用语言学研究领域的热点话题，其中既有对所论述主题的理论回顾和梳理，也有对较新的发展和应用所做的阐释和分析，脉络清晰，语言简洁，共同反映了这一领域过去三四十年间的成果和积淀。

　　This book was born of a desire to articulate the perceived gap between theory and practice in language and culture pedagogy. This gap， which seems unbridgeable at times， surely needs to be narrowed if we are effectively to address what is widely acknowledged to be one of the key competences for the 21st century： the development of intercultural competence. This has been the subject of countless scholarly publications， from monographs to journal articles， textbooks and conference proceedings. Many of these have become seminal works that serve as the foundations for this book. And yet，this subject continues to mystify theorists (i.e. linguists and applied linguists) and practitioners (i.e. teachers， teacher trainers and curriculum designers) alike. The volume of work available is all but testament to this.
　　In my own case， this gap continues to manifest itself as a chasm in personal and professional interactions. Earlier it was through my experiences as a learner of the English language in Argentina and subsequently， for over a decade now， as a foreign language teacher living in Australia. At the core of my concerns and frustrations has always been a fascination with language and culture， how they co-relate and how this relationship manifests in interaction.
　　This book has been， therefore， a way for me to pursue my own quest to help bridge the theory/practice gap in language and culture pedagogy. In so doing， I seek to help other language teachers and curriculum developers， like myself， to rethink their language and culture teaching practices and develop ways to articulate these into prinaples that may be adapted to the diverse and imperfect nature of the everyday language classroom. Principles that may also be relevant beyond the classroom， to best serve us in the increasingly globalised world in which we live. Indeed， because of the global shift in higher education and the consequences of this for pedagogy， these principles also need to be embedded in the international context that is currently shaping the higher education policy agenda， and， in turn， ineluctably shaping our practices.
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Figures and Tables
Foreword
Preface
Introduction
Part 1： The Theory/Practice Gap in Language and Culture Pedagogies in Higher Education
1 Stumbling Blocks to Bridging the Theory/Practice Gap
Introduction
Language and Culture Pedagogy： Facing Some
Inconvenient Truths
Languages in the Higher Education Context： The State
of Play in the International Scene
Conclusion
2 From Stumbling Blocks into Building Blocks
Building Blocks for Sustainable Pedagogical Innovation
Conceptualising a Framework for Sustainable Pedagogical
Innovation
Conclusion

Part 2： Theory Versus Practice and the Realm of Possibility
3 Case Studies of Curricular Innovation
Introduction - Moving From Theory to Praxis Through
Everyday Classroom Activities
The Italian Language Programme
The Chinese Language Programme
Conclusion
4 The Good， The Bad and The Feasible
Extrapolating Exemplars of Good Practice
Acknowledging Recurrent Limitations in the Framework's
Building Blocks
Revisiting the Framework's Foundations
Conclusion

Part 3： Bridging the Gap Without Falling into the Precipice
5 Articulating the Feasible with Sustainable Innovation
Revisiting the Teacher's Role as Curriculum Innovator
Scaffolding Innovation Through Professional Development
Ensuring Sustainability Through Active Embedding of Innovation
Articulating Innovation and Sustainability with Current
Demands in Higher Education
Conclusion
Conclusion： Prospects for a Field in Transition
Aims Revisited
Implications for Language and Culture Pedagogy
Implications for the HE Sector
Concluding Remarks
Appendix 1： Case Study A： Languaculture Workshop Presentation
in Italian Culture Context Subject
Appendix 2; Case Study B： Italian Language Subject Sample
Lesson Plan
Appendix 3： Case Study B： Languaculture Workshop Presentation
in Italian Language subject
Appendix 4： Case Study C： Chinese Language Subject
Appendix 5： Case Study D： Discovery Page
References
Index