Pub Date : 2022-07-31DOI: 10.1080/07908318.2022.2106993
Yueh-Yin Peng
ABSTRACT Adopting a learning ecology perspective, this study examined sojourners’ formal classroom learning and the interactions between their learning in the classroom and their learning in the community. Data for the study were collected from semi-structured interviews and classroom observations involving 14 sojourners learning Chinese as a second language (CSL) at a Chinese higher education institution. The study found that the CSL sojourners made conscious efforts to create a reciprocal relationship between their second language (L2) interactions in the local community and their instructed learning in the programme, but in doing this they encountered a series of challenges. When these learners encountered challenges in attempting to use local interactions to support their instructed learning, they relied on communicative instruction in the classroom. While much of the in-class instruction that they received did not support their daily communication needs in the local community, several instructional activities involving the local community were identified to play a positive role in the process. These findings suggest that L2 study abroad programmes and classrooms should be reviewed/modified to more systematically encourage students to integrate their learning experiences across in-class and out-of-class contexts and supports from teacher education need to be in place as well.
{"title":"Synergizing learning in and beyond the classroom in study abroad context: accounts from CSL sojourners in China","authors":"Yueh-Yin Peng","doi":"10.1080/07908318.2022.2106993","DOIUrl":"https://doi.org/10.1080/07908318.2022.2106993","url":null,"abstract":"ABSTRACT Adopting a learning ecology perspective, this study examined sojourners’ formal classroom learning and the interactions between their learning in the classroom and their learning in the community. Data for the study were collected from semi-structured interviews and classroom observations involving 14 sojourners learning Chinese as a second language (CSL) at a Chinese higher education institution. The study found that the CSL sojourners made conscious efforts to create a reciprocal relationship between their second language (L2) interactions in the local community and their instructed learning in the programme, but in doing this they encountered a series of challenges. When these learners encountered challenges in attempting to use local interactions to support their instructed learning, they relied on communicative instruction in the classroom. While much of the in-class instruction that they received did not support their daily communication needs in the local community, several instructional activities involving the local community were identified to play a positive role in the process. These findings suggest that L2 study abroad programmes and classrooms should be reviewed/modified to more systematically encourage students to integrate their learning experiences across in-class and out-of-class contexts and supports from teacher education need to be in place as well.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47249061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-23DOI: 10.1080/07908318.2022.2104304
Sin-Yi Chang
ABSTRACT In this conceptual paper I examine how current understandings of English medium instruction (EMI) can be refined to inform language policy-making and practice in higher education. Starting from a set of EMI definitions (Dafouz, E., & Smit, U. 2020. ROAD-MAPPING English medium education in the internationalized university. Palgrave Macmillan; Macaro, E. 2018. English medium instruction. Oxford University Press; Pecorari, D., & Malmström, H. 2018. At the crossroads of TESOL and English medium instruction. TESOL Quarterly, 52(3), 497–515) and the language-content spectrum that was first put forward by Met (1998. Curriculum decision-making in content-based language teaching. In J. Cenoz, & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 35–63). Multilingual Matters), I highlight how EMI has been approached in existing literature and how it may converge or diverge with other bilingual labels. Using an institutional case as an example, I argue that the conceptualisation of the language-content duality could be expanded to better reflect the different manifestations of EMI in reality, and to provide space for tracing terminological movements in the process of policy implementation. To do so, a dynamic language-content model is introduced, drawing attention to different depths of integration based on what is controlled (e.g. language and/or content) and how much control is taken (e.g. in curriculum-planning, teaching, and/or assessment). The model can be viewed as a second generation of the language-content continuum, complementing existing EMI definitions while opening up wider possibilities for dealing with the interplay between language and content in university settings. The paper closes with implications for EMI policy-making and practice.
在这篇概念性论文中，我研究了如何改进当前对英语媒介教学(EMI)的理解，以便为高等教育中的语言决策和实践提供信息。从一组EMI定义开始(Dafouz, E.， & Smit, U. 2020)。国际化大学英语媒介教育之路。帕尔格雷夫麦克米伦;马凯洛，E. 2018。英语教学。牛津大学出版社;Pecorari, D， & Malmström, H. 2018。在TESOL和英语媒介教学的十字路口。《TESOL季刊》，52(3)，497-515)和由Met(1998)首次提出的语言内容谱。基于内容的语言教学中的课程决策在J. Cenoz， & F. Genesee(编)，超越双语:多语言和多语言教育(pp. 35-63)。多语言问题)，我强调如何EMI已接近现有的文献，以及它如何可能与其他双语标签趋同或分歧。以一个制度案例为例，我认为语言-内容二元性的概念化可以扩大，以更好地反映现实中EMI的不同表现，并为追踪政策执行过程中的术语运动提供空间。为此，引入了动态语言-内容模型，根据控制的内容(如语言和/或内容)和控制的程度(如课程规划、教学和/或评估)，将注意力吸引到不同的集成深度上。该模型可被视为语言-内容连续体的第二代，补充了现有的EMI定义，同时为处理大学环境中语言和内容之间的相互作用开辟了更广泛的可能性。本文最后提出了对电磁干扰政策制定和实践的启示。
{"title":"English medium instruction for whom and for what? Rethinking the language-content relationship in higher education","authors":"Sin-Yi Chang","doi":"10.1080/07908318.2022.2104304","DOIUrl":"https://doi.org/10.1080/07908318.2022.2104304","url":null,"abstract":"ABSTRACT In this conceptual paper I examine how current understandings of English medium instruction (EMI) can be refined to inform language policy-making and practice in higher education. Starting from a set of EMI definitions (Dafouz, E., & Smit, U. 2020. ROAD-MAPPING English medium education in the internationalized university. Palgrave Macmillan; Macaro, E. 2018. English medium instruction. Oxford University Press; Pecorari, D., & Malmström, H. 2018. At the crossroads of TESOL and English medium instruction. TESOL Quarterly, 52(3), 497–515) and the language-content spectrum that was first put forward by Met (1998. Curriculum decision-making in content-based language teaching. In J. Cenoz, & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 35–63). Multilingual Matters), I highlight how EMI has been approached in existing literature and how it may converge or diverge with other bilingual labels. Using an institutional case as an example, I argue that the conceptualisation of the language-content duality could be expanded to better reflect the different manifestations of EMI in reality, and to provide space for tracing terminological movements in the process of policy implementation. To do so, a dynamic language-content model is introduced, drawing attention to different depths of integration based on what is controlled (e.g. language and/or content) and how much control is taken (e.g. in curriculum-planning, teaching, and/or assessment). The model can be viewed as a second generation of the language-content continuum, complementing existing EMI definitions while opening up wider possibilities for dealing with the interplay between language and content in university settings. The paper closes with implications for EMI policy-making and practice.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41839532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/07908318.2022.2041028
R. Wildsmith-Cromarty, Maryn Reyneke, Kotie Kaiser, Dolly Dlavane
ABSTRACT The research reported on in this article examines the attitudes towards student linguistic diversity and multilingual pedagogies of 30 university lecturer participants enrolled for an accredited short course on multilingual pedagogies at a South African institution. The aim of the course is to support lecturers in helping students gain access to their disciplines using multilingual strategies including translation and translanguaging. Staff from a range of disciplines drawn from 8 faculties formed the first cohort of participants. Within a postmodern research paradigm, an interpretive approach was used to understand and analyze data collected from questionnaires, language histories and a language portrait exercise. We discuss findings on staff perceptions of translanguaging in their teaching; their knowledge of and sensitivity towards their students’ linguistic repertoires, their own language backgrounds and the challenges they face in catering for linguistic diversity in their lectures. We also present participants’ examples of multilingual pedagogies based on what they had learned from the MP course.
{"title":"A multilingual pedagogies initiative in higher education","authors":"R. Wildsmith-Cromarty, Maryn Reyneke, Kotie Kaiser, Dolly Dlavane","doi":"10.1080/07908318.2022.2041028","DOIUrl":"https://doi.org/10.1080/07908318.2022.2041028","url":null,"abstract":"ABSTRACT The research reported on in this article examines the attitudes towards student linguistic diversity and multilingual pedagogies of 30 university lecturer participants enrolled for an accredited short course on multilingual pedagogies at a South African institution. The aim of the course is to support lecturers in helping students gain access to their disciplines using multilingual strategies including translation and translanguaging. Staff from a range of disciplines drawn from 8 faculties formed the first cohort of participants. Within a postmodern research paradigm, an interpretive approach was used to understand and analyze data collected from questionnaires, language histories and a language portrait exercise. We discuss findings on staff perceptions of translanguaging in their teaching; their knowledge of and sensitivity towards their students’ linguistic repertoires, their own language backgrounds and the challenges they face in catering for linguistic diversity in their lectures. We also present participants’ examples of multilingual pedagogies based on what they had learned from the MP course.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45287165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/07908318.2022.2076865
T. Batyi
Abstract After apartheid, English became the lingua franca in South Africa and African-language speakers continued to be marginalised despite laws attesting to the equality of African languages. This article describes an attempt to rectify the effects of this marginalisation using translanguaging to improve students’ academic literacies and pass rates at an English-medium university. Bilingual tutorials were conducted in English and isiXhosa, which were the students’ languages. The translanguaging approach was based on the idea that bi/multilinguals benefit from bi/multilingual pedagogic practice. Translanguaging expanded the students’ linguistic repertoires by including in it the strategies that they needed to develop their literacies. Data were collected from a questionnaire and interviews. The students confirmed that learning was easier for them when translanguaging was used and the desired learning outcome was achieved. The findings suggested that translanguaging is crucial for bi/multilingual students. Hence, it is being maintained for non-English undergraduates at the university.
{"title":"Enhancing the quality of students’ academic literacies through translanguaging","authors":"T. Batyi","doi":"10.1080/07908318.2022.2076865","DOIUrl":"https://doi.org/10.1080/07908318.2022.2076865","url":null,"abstract":"Abstract After apartheid, English became the lingua franca in South Africa and African-language speakers continued to be marginalised despite laws attesting to the equality of African languages. This article describes an attempt to rectify the effects of this marginalisation using translanguaging to improve students’ academic literacies and pass rates at an English-medium university. Bilingual tutorials were conducted in English and isiXhosa, which were the students’ languages. The translanguaging approach was based on the idea that bi/multilinguals benefit from bi/multilingual pedagogic practice. Translanguaging expanded the students’ linguistic repertoires by including in it the strategies that they needed to develop their literacies. Data were collected from a questionnaire and interviews. The students confirmed that learning was easier for them when translanguaging was used and the desired learning outcome was achieved. The findings suggested that translanguaging is crucial for bi/multilingual students. Hence, it is being maintained for non-English undergraduates at the university.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45166407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-13DOI: 10.1080/07908318.2022.2086564
Andrea Parmegiani, R. Wildsmith-Cromarty
This special issue explores the ways in which linguistic inequality shapes access to Education and the role educators can play in promoting equity through curriculum development and classroom-based research. This collaborative exploration has grown out of the Linguistic Diversity in Education Symposium and the Alternative Pedagogies and Interpretive Methods in Education Colloquium, which were held respectively in New York at the Graduate Centre of the City University of New York (CUNY) in May 2019 and in Cape Town at the Cape Peninsula University of Technology (CPUT) in February 2020. The New York symposium was organised in collaboration with Prof. Alberta Gatti of The Institute for Language Education in Transcultural Context and with the support of the Advanced Research Collaborative (CUNY). The Cape Town colloquium was funded by the South African National Research Foundation won by Prof. Liesel Hibbert of CPUT. The articles included in this edited collection bring together South African and U.S. perspectives on what committed instructors can do to promote social justice in learning contexts where linguistic inequality creates systemic barriers to academic success. Readers will have the opportunity to reflect on how language is implicated in learning outcomes in both the United States and South Africa, and on how educators can design, implement and assess multicultural curricula that use linguistic diversity as a resource while contending with monolingual ideologies. The adoption of a transnational perspective comparing linguistic inequality and socially just curricular design in South Africa and the United States offers a productive frame of analysis. Historically, both countries have been shaped by white supremacy through racial policies and practices that included language hierarchies as instruments of subjugation (de Klerk, 2002; Kloss, 1998; Macias, 2014; Shell, 1993). While these policies and practices brought some languages to extinction (such as Abnaki, Chimariko and Shasta in the United States), or near-extinction (such as the Khoisan languages that used to be spoken in South Africa), linguistic diversity continues to exist in both countries, albeit inequitably. The constitution of South Africa grants official status to 12 official languages: isiZulu, isiXhosa, Afrikaans, English, sePedi, seTswana, seSotho, Xitsonga, seSwati, Tshivenda, isiNdebele and, more recently, sign language. However, the hegemony of the ex-colonial language, English, is still visible in official domains (Wildsmith-Cromarty & Balfour, 2019; Parmegiani, 2014). The United States does not have an official language, and it is often considered an Anglophone monolith, but linguistic diversity has always had a strong presence in this country (Crawford, 1992, 2000) and in the last three decades, it has increased exponentially (Ryan, 2013). According to the U.S. Census bureau, 63.1 million U.S. residents spoke a language other than English (LOTE) at home, which accounts fo
{"title":"Linguistic inequality and access to education: curricular strategies from South Africa and the United States","authors":"Andrea Parmegiani, R. Wildsmith-Cromarty","doi":"10.1080/07908318.2022.2086564","DOIUrl":"https://doi.org/10.1080/07908318.2022.2086564","url":null,"abstract":"This special issue explores the ways in which linguistic inequality shapes access to Education and the role educators can play in promoting equity through curriculum development and classroom-based research. This collaborative exploration has grown out of the Linguistic Diversity in Education Symposium and the Alternative Pedagogies and Interpretive Methods in Education Colloquium, which were held respectively in New York at the Graduate Centre of the City University of New York (CUNY) in May 2019 and in Cape Town at the Cape Peninsula University of Technology (CPUT) in February 2020. The New York symposium was organised in collaboration with Prof. Alberta Gatti of The Institute for Language Education in Transcultural Context and with the support of the Advanced Research Collaborative (CUNY). The Cape Town colloquium was funded by the South African National Research Foundation won by Prof. Liesel Hibbert of CPUT. The articles included in this edited collection bring together South African and U.S. perspectives on what committed instructors can do to promote social justice in learning contexts where linguistic inequality creates systemic barriers to academic success. Readers will have the opportunity to reflect on how language is implicated in learning outcomes in both the United States and South Africa, and on how educators can design, implement and assess multicultural curricula that use linguistic diversity as a resource while contending with monolingual ideologies. The adoption of a transnational perspective comparing linguistic inequality and socially just curricular design in South Africa and the United States offers a productive frame of analysis. Historically, both countries have been shaped by white supremacy through racial policies and practices that included language hierarchies as instruments of subjugation (de Klerk, 2002; Kloss, 1998; Macias, 2014; Shell, 1993). While these policies and practices brought some languages to extinction (such as Abnaki, Chimariko and Shasta in the United States), or near-extinction (such as the Khoisan languages that used to be spoken in South Africa), linguistic diversity continues to exist in both countries, albeit inequitably. The constitution of South Africa grants official status to 12 official languages: isiZulu, isiXhosa, Afrikaans, English, sePedi, seTswana, seSotho, Xitsonga, seSwati, Tshivenda, isiNdebele and, more recently, sign language. However, the hegemony of the ex-colonial language, English, is still visible in official domains (Wildsmith-Cromarty & Balfour, 2019; Parmegiani, 2014). The United States does not have an official language, and it is often considered an Anglophone monolith, but linguistic diversity has always had a strong presence in this country (Crawford, 1992, 2000) and in the last three decades, it has increased exponentially (Ryan, 2013). According to the U.S. Census bureau, 63.1 million U.S. residents spoke a language other than English (LOTE) at home, which accounts fo","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49426226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.1080/07908318.2022.2076864
Thi Chau Ngan Nguyen, Margaret Kettle, C. Doherty
ABSTRACT This paper investigated the language resources needed for communication in Vietnam’s import/export services and the level of alignment with the associated English for Specific Purposes (ESP) course. To examine the communicative practices used in this workplace, the study employed methods of semi-structured interviews and a collection of 48 emails and eight phonecalls adopted to interact with customers. Similarly, semi-structured interviews and ESP teaching materials were administered to explore teachers’ practices and the language input. The findings indicate an increasingly valuable variety of English as a lingua franca (ELF) which is identified in particular genres with different choices of registers and stylistic features adapted to communicative conditions in the fluid globalised workplace. Given the agility and unpredictability of work in a globalised setting, the analysis shows how the workers’ mobile language repertoire is not tied to the criterion of linguistic accuracy, but rather favours the achievement of meaning and function. However, the adaptable, truncated ‘good enough’ language used in the workplace does not align with the lexicogrammatical focus of the ESP course. The study contributes to understandings of alignment in ESP curricula and materials redevelopment in times of globalisation and countries such as Vietnam where ELF is used for international interactions.
{"title":"Tertiary education ESP program delivery in Vietnam and language practices in globalised workplaces: examining the extent of alignment","authors":"Thi Chau Ngan Nguyen, Margaret Kettle, C. Doherty","doi":"10.1080/07908318.2022.2076864","DOIUrl":"https://doi.org/10.1080/07908318.2022.2076864","url":null,"abstract":"ABSTRACT This paper investigated the language resources needed for communication in Vietnam’s import/export services and the level of alignment with the associated English for Specific Purposes (ESP) course. To examine the communicative practices used in this workplace, the study employed methods of semi-structured interviews and a collection of 48 emails and eight phonecalls adopted to interact with customers. Similarly, semi-structured interviews and ESP teaching materials were administered to explore teachers’ practices and the language input. The findings indicate an increasingly valuable variety of English as a lingua franca (ELF) which is identified in particular genres with different choices of registers and stylistic features adapted to communicative conditions in the fluid globalised workplace. Given the agility and unpredictability of work in a globalised setting, the analysis shows how the workers’ mobile language repertoire is not tied to the criterion of linguistic accuracy, but rather favours the achievement of meaning and function. However, the adaptable, truncated ‘good enough’ language used in the workplace does not align with the lexicogrammatical focus of the ESP course. The study contributes to understandings of alignment in ESP curricula and materials redevelopment in times of globalisation and countries such as Vietnam where ELF is used for international interactions.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49547481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-09DOI: 10.1080/07908318.2022.2072506
L. Deng, Shao-Wei Wu, Yumeng Chen, Yan Wang, Zhengmei Peng
ABSTRACT Integrating twenty-first century competencies into the curriculum has become an important issue for education reform worldwide. This study examines and compares twenty-first century competencies demonstrated in mother tongue curriculum standards in China, the United States and Finland. It identifies key similarities and significant differences among them. It shows that the Finnish Curriculum has a more balanced distribution of twenty-first century competencies. While communication and critical thinking are stressed in all three, critical thinking is prioritised in the American Curriculum. In addition to communication and critical thinking, the Chinese Curriculum emphasises citizenship based on national identity, metacognitive strategies and aesthetics. The American Curriculum focuses on information and ICT literacy, and the Finnish Curriculum highlights personal and social responsibility concerning cultural awareness and citizenship. The significant differences between these three Curricula are related to the countries’ tradition of curriculum theories – the Chinese integrate Western theories and the Confucian tradition, the American follow the Anglo–American curriculum and the Finnish have roots in Bildung-Didaktik. Curriculum objectives should take into consideration both subject knowledge and skills and the student as a whole person. Additionally, different curriculum traditions should be considered and learned during the curriculum design process.
{"title":"A comparative study of twenty-first century competencies in high school mother tongue curriculum standards in China, the United States and Finland","authors":"L. Deng, Shao-Wei Wu, Yumeng Chen, Yan Wang, Zhengmei Peng","doi":"10.1080/07908318.2022.2072506","DOIUrl":"https://doi.org/10.1080/07908318.2022.2072506","url":null,"abstract":"ABSTRACT\u0000 Integrating twenty-first century competencies into the curriculum has become an important issue for education reform worldwide. This study examines and compares twenty-first century competencies demonstrated in mother tongue curriculum standards in China, the United States and Finland. It identifies key similarities and significant differences among them. It shows that the Finnish Curriculum has a more balanced distribution of twenty-first century competencies. While communication and critical thinking are stressed in all three, critical thinking is prioritised in the American Curriculum. In addition to communication and critical thinking, the Chinese Curriculum emphasises citizenship based on national identity, metacognitive strategies and aesthetics. The American Curriculum focuses on information and ICT literacy, and the Finnish Curriculum highlights personal and social responsibility concerning cultural awareness and citizenship. The significant differences between these three Curricula are related to the countries’ tradition of curriculum theories – the Chinese integrate Western theories and the Confucian tradition, the American follow the Anglo–American curriculum and the Finnish have roots in Bildung-Didaktik. Curriculum objectives should take into consideration both subject knowledge and skills and the student as a whole person. Additionally, different curriculum traditions should be considered and learned during the curriculum design process.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45649694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/07908318.2022.2048002
K. Lim
{"title":"Race and Ethnicity in English Language Teaching: Korea in Focus","authors":"K. Lim","doi":"10.1080/07908318.2022.2048002","DOIUrl":"https://doi.org/10.1080/07908318.2022.2048002","url":null,"abstract":"","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47166002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-02DOI: 10.1080/07908318.2022.2056193
Yeong Ryu, Jiyoung Kang
ABSTRACT While having served to help immigrant children develop a sense of ethnic identity and belonging, heritage schools have also been documented to reproduce an essentialised understanding of heritage culture by teaching heritage culture as fixed, stable, and homogenous. To help students move beyond an essentialised conception of heritage culture, the authors collaboratively developed a curriculum engaging students with an alternative understanding of heritage culture and implemented it in a Korean heritage school in New York City. By documenting how the teacher encouraged children to explore the fluid, hybrid, and heterogeneous nature of heritage culture, this study not only provides practical implications for teaching heritage culture but also shows a possibility of making heritage schools a transformative space in which the boundaries of heritage culture and identity are constantly revisited.
{"title":"Whose culture is Korean? Toward an anti-essentialist curriculum for heritage culture","authors":"Yeong Ryu, Jiyoung Kang","doi":"10.1080/07908318.2022.2056193","DOIUrl":"https://doi.org/10.1080/07908318.2022.2056193","url":null,"abstract":"ABSTRACT While having served to help immigrant children develop a sense of ethnic identity and belonging, heritage schools have also been documented to reproduce an essentialised understanding of heritage culture by teaching heritage culture as fixed, stable, and homogenous. To help students move beyond an essentialised conception of heritage culture, the authors collaboratively developed a curriculum engaging students with an alternative understanding of heritage culture and implemented it in a Korean heritage school in New York City. By documenting how the teacher encouraged children to explore the fluid, hybrid, and heterogeneous nature of heritage culture, this study not only provides practical implications for teaching heritage culture but also shows a possibility of making heritage schools a transformative space in which the boundaries of heritage culture and identity are constantly revisited.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44848186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-23DOI: 10.1080/07908318.2022.2048003
Yuya Takeda
ABSTRACT This paper reports on the narrative of Shannon, a Taiwanese Canadian female assistant language teacher (ALT) of the Japan Exchange and Teaching (JET) Programme, one of the world’s largest government-sponsored programmes for recruiting English language teachers to teach overseas [Nagatomo (2016). Identity, gender and teaching English in Japan. Multilingual Matters]. The interview data were analyzed with the methodology of critical discursive psychology (CDP), a version of discourse analysis developed by Wetherall and Potter (1992. Mapping the language of racism: Discourse and the legitimation of exploitation. Harvester Wheatsheaf). CDP allows the researchers to engage in ‘double movement’ of Marxist ideological critique and Foucauldian genealogical analysis, with which I demonstrate how Shannon’s subject position was conditioned by broader ideologies and discourses about race, gender, and language. My analysis highlights how the ideology of native speakerism impacts an Asian native speaker’s experience as an ALT in Japan with a particular focus on Shannon’s struggle in a dilemmatic subject position between Asian Self and foreign Other. Due to her Asian appearance, Shannon constantly felt that she was ‘not foreign enough’ to fulfil the role of an exoticised native speaker and struggled to negotiate her legitimacy as an English teacher. Taking dilemma as a generative space for change, I discuss potential pathways for ideological critique and discursive transformation.
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