Section A: Theories and principles Communicative language teaching -- Learner autonomy – One of the most widely touted terms in the recent discussion of language teaching? -- Intercultural awareness as an integral part of foreign language learning -- Integration of citizenship, human rights and language education -- Social and cultural awareness as overruling goals in foreign language course design -- Promoting intercultural awareness through literature in foreign language teacher education -- Teaching grammar and the question of knowledge -- Theories and principles – Conclusions

Section B: Applications, mediation and implementation The role of reflection in pre-service student teachers’ understanding of communicative language teaching -- Aspects of learner autonomy in the national curricula of four European countries -- Case studies of integration of citizenship, human rights and language education -- The why and how of human rights in language education -- A seminar on intercultural awareness and literature -- Examples of teaching materials based upon authentic literature -- Grammar awareness-raising in an initial teacher education seminar

"The multi-competence nature of post-communicative language teaching has been spawned by a variety of theories deriving from very diverse sources. It was the aim of this project to investigate learning and teaching to discover whether some coherence between theoretical aspects of these different sources could be found and to what extent the apparently disparate competencies, which are the aims of modern language teaching, could be seen as a cohesive whole. In order to do so, the project took at its starting point the role and nature of teacher education as a basis to explore theories which underlie post-communicative language learning and teaching. Following a survey of teacher education institutions, the question was addressed as to how communicative language competence can act as a springboard to other competencies which lie within areas such as social interaction, language awareness, intercultural awareness and learner autonomy. Focusing on three main areas - learner autonomy, intercultural awareness, including literature teaching and human rights teaching, plus grammar - the first part of the publication considers theoretical aspects of these areas and attempts to show links between them. In the second part of the publication, case studies are presented illustrating the implementation of principles identified in the first part, both in language and in teacher education." (Book Cover)