Postcolonial complexities in foreign language education and the humanities

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bitstream:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69686/1/2010_10.pdf

bitstream_txt:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69686/2/2010_10.pdf.txt

collection:

2010 CRITICAL AND INTERCULTURAL THEORY AND LANGUAGE PEDAGOGY

contributor.author:

Train, Robert W.

date.accessioned:

2020-12-14T23:15:39Z

date.available:

2020-12-14T23:15:39Z

date.issued:

2010-01-01

description.abstract:

This chapter develops a critical perspective on foreign language education by drawing on postcolonial theory and research in order to better conceptualize and address the complexity of language education in terms of ecologies of interconnected spaces of policy, curriculum, and classroom practice. Starting from the basic classroom issue of linguistic diversity and variability, this chapter offers a critical approach to language in education that strives to “situate language study in cultural, historical, geographic, and cross-cultural frames within the context of humanistic learning” (Modern Language Association [MLA], 2007, p. 4). This chapter advocates a critical, transcultural, and translinguistic humanism grounded in decolonial practices of foreign language education that are theoretically informed, educationally relevant, socially engaged, and ethically accountable. The chapter also attempts to bring increased historical and critical depth to how foreign language educators understand and perform the teaching of language in ways that connect to transdisciplinary research concerns in the humanities and beyond.

description.provenance:

Made available in DSpace on 2020-12-14T23:15:39Z (GMT). No. of bitstreams: 1 2010_10.pdf: 493142 bytes, checksum: 0954dbab475146f0969592703f81ba8b (MD5) Previous issue date: 2010-01-01

endingpage:

160

identifier.citation:

Train, R.W. (2010). Postcolonial complexities in foreign language education and the humanities. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 141-160. http://hdl.handle.net/102015/69686

identifier.uri:

http://hdl.handle.net/10125/69686

publisher:

Heinle Cengage Learning

site_url:

/item/271

startingpage:

141

title:

Postcolonial complexities in foreign language education and the humanities

type:

Article

type.dcmi:

Text

volume:

2010