Representations of the World in Language Textbooks


Book Description

This book presents a new and comprehensive framework for the analysis of representations of culture, society and the world in textbooks for foreign and second language learning. The framework is transferable to other kinds of learning materials and to other subjects. The framework distinguishes between five approaches: national studies, citizenship education studies, cultural studies, postcolonial studies and transnational studies. In a series of concrete analyses, the book illustrates how one can describe and uncover representations of the world in textbooks for English, German, French, Spanish, Danish and Esperanto. Each analysis is accompanied by suggestions of possible supplements and changes. The book points to the need for language learning materials to deal seriously with knowledge about the world, including its diversities and problems.




Representations of the World in Language Textbooks


Book Description

Representations of the world -- Culture in textbook analyses around the world -- National studies -- Citizenship education studies -- Cultural studies -- Postcolonial studies -- Transnational studies




Language Teachers, Politics and Cultures


Book Description

Foreign language teaching is social interaction, subject to the influences and forces of the societies in which it takes place. This text argues that geo-political changes have an effect on language teachers in their beliefs about their work and in the everyday methods they use in their classrooms. Based on empirical research in Denmark and England, the book explores the effects of major contemporary changes as they are perceived and understood by language teachers.




Culture in Language Learning


Book Description

Classical and modern foreign language studies no longer have a well-defined subject area, and language and culture can no longer be defined according to nations and national identities. New approaches are being developed with theoretical and methodological points of departure in new areas of research: for example, culture studies, anthropology, sociology, pragmatics and conversation analyses. The aim of modern language studies must therefore be redefined, and be more open for variation and diversity, both in culture and communication. The book discusses the relation between language and culture and is a direct result of the conference Culture in Language Learning, organised under the auspices of the Danish Language and Culture Network, which assembles researchers from language disciplines in Denmark. The aim is to examine how culture comes into the actual language code; into the use of language; and not least, into the learning and teaching of language. One of the book's main problematic areas thus concerns the learning and teaching of foreign and second languages in a globalised world where languages play a new role, both for the individual person, by virtue of internationalisation of education and work-life, and for cooperation across national borders. The articles elucidate these problematic points in relation to the historic development of foreign language disciplines, the meeting of language and culture, teaching traditions and language appropriation theories.




Language Textbooks in the era of Neoliberalism


Book Description

This book examines how neoliberalism finds expression in foreign language textbooks. Moving beyond the usual focus on English, Pau Bori explores the impact of neoliberal ideology on Catalan textbooks. By comparing Catalan textbooks to English textbooks, this book interrogates the similarities and differences between a minor and a global language in the age of neoliberalism. Drawing on insights from critical theory and critical pedagogy, this study provides a fresh perspective on foreign language textbooks and second language education more broadly. Language Textbooks in the Era of Neoliberalism paves the way for new critical perspectives in language education that will challenge the current hegemony of neoliberalism.




The Routledge Handbook of Critical Interculturality in Communication and Education


Book Description

This Handbook is the first comprehensive volume to focus entirely on the notion of interculturality, reflecting on what the addition of the adjective 'critical' means for research and teaching in interdisciplinary studies. The book consists of 35 chapters, including a comprehensive introduction and conclusion. It aims to present current debates on critical interculturality and to help readers make sense of what the label implies and entails in global and local contexts, especially (where possible) beyond dominant scholarship and pedagogical practices. The chapters interrogate the use of terms in different languages to discuss interculturality, drawing on recent literature from as many different parts of the world as possible. Some contributors also problematise their own autobiographical engagement with critical interculturality in their chapters. The book will be of interest to Master's and PhD students in education, communication, and intercultural studies who wish to develop their knowledge of critical interculturality. Established researchers in these fields will also benefit from this invaluable and original source of essential reading.







Ideology and Hegemony of English Foreign Language Textbooks


Book Description

This volume investigates ideological and hegemonic practices in globally and locally written English as a Foreign Language (EFL) textbooks, and explores whether these textbooks reflect the values, beliefs and norms of the native-speaker society by examining their ideological components and the hegemonic practices by means of which the source society or state seeks to influence learners of the language. It also attempts to clarify EFL teachers’ and students’ views on the underlying ideology and hegemonic practices in globally and locally written EFL textbooks. Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have become more prevalent in recent decades, as the emergence of critical theory, critical pedagogy, and critical thinking skills from the 1920s onwards has led scholars to adopt a more critical perspective towards EFL textbooks, especially with regard to elements of ideology and hegemony. These two terms encompass a plethora of components, ranging from nationalism to religion. At the same time, the importance of metanarratives originating from the tenets of modernism has declined from the 1960s onwards, the assumption being that the world has entered a new age called postmodernism and post-structuralism that emphasizes the role of individuals and rejects efforts to reinforce post-colonialism, the effects of which can be seen in EFL textbooks. Accordingly, taking the elements of ideology and hegemony into account remains a vital aspect in the analysis of EFL textbooks.




Motion and Representation


Book Description

An examination of the ways human movement can be represented as a formal language and how this language can be mediated technologically. In Motion and Representation, Nicolás Salazar Sutil considers the representation of human motion through languages of movement and technological mediation. He argues that technology transforms the representation of movement and that representation in turn transforms the way we move and what we understand to be movement. Humans communicate through movement, physically and mentally. To record and capture integrated movement (both bodily and mental), by means of formal language and technological media, produces a material record and cultural expression of our evolving kinetic minds and identities. Salazar Sutil considers three forms of movement inscription: a written record (notation), a visual record (animation), and a computational record (motion capture). He focuses on what he calls kinetic formalism—formalized movement in such pursuits as dance, sports, live animation, and kinetic art, as well as abstract definitions of movement in mathematics and computer science. He explores the representation of kinetic space and spatiotemporality; the representation of mental plans of movement; movement notation, including stave notation (Labanotation) and such contemporary forms of notation as Choreographic Language Agent; and the impact of digital technology on contemporary representations of movement—in particular motion capture technology and Internet transfer protocols. Motion and Representation offers a unique cultural theory of movement and of the ever-changing ways of representing movement.




Translanguaging and Epistemological Decentring in Higher Education and Research


Book Description

Using data from multilingual settings in universities and adjacent learning contexts in East Asia, North Africa, Central and North America and Europe, this book provides examples of the heuristic value of translanguaging and epistemological decentring. Despite this and other theoretical and empirical work, and ever stronger calls for the inclusion of other languages, epistemologies and constructions of culture in higher education, decentring and translanguaging practices are often relegated to the margins or suppressed in research and education because of the organisational structures of education institutions and prevailing language norms, policies and ideologies. The authors draw on research on pluri- and multilingualism within education studies, as well as post- and decolonial theoretical contributions to the research on the role of language in education and knowledge production, to provide evidence that decentring cannot happen until learners have been given the tools to identify which sorts of centring dynamics and conditions are salient to their learning and (trans)languaging.