@article{oai:kumadai.repo.nii.ac.jp:00031183,
 author = {アイズマンガー, イアン and Isemonger, Ian},
 journal = {文学部論叢},
 month = {Mar},
 note = {application/pdf, 論文(Article), Many English language teachers at universities in Japan are required, either explicitly or implicitly, to address the issue of raising cross-cultural awareness among their students. While this is best achieved through contact in naturalistic settings which properly situate authentic interaction and authentic communicative agents, there remains a role for an instructed approach to fostering such awareness, and this role becomes amplified when students have little access to authentic cross-cultural communication settings. At some point instruction will involve generalization about different cultures, and for many teachers this represents perilous ground for want of not incurring the politically and morally charged criticism of essentializing cultures. Cross-cultural dialogs, as communicative versions of cross-cultural critical incidents, are particularly inviting of this form of criticism. It is illustrated in this paper, practically and through pedagogical sign-posting, how these materials can be used in a manner which actually does precisely the opposite. It is argued that a studious distinction should be maintained between the dialogs themselves and the pedagogical approach mounted upon them.},
 pages = {93--102},
 title = {Cross-cultural Dialogs as Critical Incident Methodology : Distinguishing Materials from Approach},
 volume = {110},
 year = {2019}
}