Portraying the language-culture link through spatial representation in three US language textbooks - Université Toulouse III - Paul Sabatier - Toulouse INP Accéder directement au contenu
Article Dans Une Revue Etudes en didactique des langues Année : 2011

Portraying the language-culture link through spatial representation in three US language textbooks

Résumé

This paper investigates the representation of "linguistic space", in three recent foreign language textbooks published in the United States of America. It follows a tradition of textbook research concerning ethnic community stereotyping and the objective of peaceful and just nation-state representation. This perspective intersects with principles of multicultural education, an important tenant of teacher education, teaching practice, and education research in the United States (cf. Banks, J. A. and McGee Banks, C.A, 2004). The premise is that no textbook is neutral, but disseminates political positions. Greater awareness of how these positions are depicted may help teachers and students to create more critical and reflective learning experiences and judgment.

Domaines

Linguistique
Fichier principal
Vignette du fichier
Hartwell_2011.pdf (1.33 Mo) Télécharger le fichier
Origine : Fichiers éditeurs autorisés sur une archive ouverte

Dates et versions

hal-04050439 , version 1 (29-03-2023)

Identifiants

  • HAL Id : hal-04050439 , version 1

Citer

Laura M. Hartwell. Portraying the language-culture link through spatial representation in three US language textbooks. Etudes en didactique des langues, 2011, L’espace en didactique des langues / The Notion of Space in Language Teaching and Learning, 18, pp.43-60. ⟨hal-04050439⟩
10 Consultations
3 Téléchargements

Partager

Gmail Facebook X LinkedIn More