Representations of the World in Language Textbooks

Risager, Karen

doi:10.21832/risage9559

Cited by 31 publications

(39 citation statements)

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“…Some have argued that an abundance of home culture content is acceptable because students benefit from using local cultural knowledge as a bridge to relate to unfamiliar, foreign material, thereby promoting 'exploration into global understandings' (Forman, 2014, p. 86). Although the introductory nature of these texts may make the overwhelmingly Japanese content seem innocuous, an absence of criticality and cultural complexity at any level can create future issues and barriers to intercultural understanding (Risager, 2018). In addition to previously cited concerns of conflict among students, missed opportunities to deepen cultural awareness, and the perpetuation of stereotypes, long-term use of such culturally imbalanced textbooks may seriously bias students' worldviews, especially their understanding of their home culture in relation to others (Song, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…While the heterogeneity of national histories and cultures prevents a worldwide consensus on the meaning of global citizenship (Risager, 2018), several scholars and organisations have developed frameworks for defining and operationalising this concept. In 2014, UNESCO formally recognised global citizenship education as an empowering opportunity to transform cultural understanding into physical and psychological engagement, solve global challenges, and work towards a more peaceful and tolerant world (Yemini & Furstenburg, 2018).…”

Section: Global Citizenship and Language Educationmentioning

confidence: 99%

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Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks

Davidson

Liu

2018

Language, Culture and Curriculum

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Research on the representation of culture in language textbooks rarely incorporates the concept of global citizenship, despite its increasing relevance to language education in our globalising world. To address this critique, a mixed-method study was conducted to investigate cultural representation in Japanese elementary school English textbooks, and the degree to which students feel connected to the concept of global citizenship. Content analysis of Japanese textbooks and thematic analysis of student and teacher interviews found that the texts are culturally simplistic and did not help this population of students fully realise the values of global citizenship. Meaningful cultural representation may reinforce cultural awareness, open-mindedness, and social responsibilitythe core dimensions of global citizenship. To this end, future English curricula would benefit from supplementary authentic materials, cultural exchange experiences, and explicit discussions of culture between teachers and students.

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Section: Discussionmentioning

confidence: 99%

Section: Global Citizenship and Language Educationmentioning

confidence: 99%

Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks

Davidson

Liu

2018

Language, Culture and Curriculum

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“…104-106). In the case of language education, this list of images, idiomatic expressions, descriptions of cultural events and situations and very particular cultural values, lead teachers and students to believe that they define the language that they are learning (Kullman, 2013;Risager, 2018).…”

Section: The Monolingual Monocultural Fallacymentioning

confidence: 99%

Cultural threads in three primary schools

Driscoll

Holliday

2019

AILA

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This paper explores headteachers’ and teachers’ perceptions of foreign languages(FL) and cultural learning in three primary schools in areas of disadvantage in England. Drawing upon a new theoretical frame for primary languages, Critical Cosmopolitanism (Delanty, 2006; Beck and Sznaider, 2006) and The Grammar of Culture (Holliday, 2018), we argue that the grand narrative of a target language inhabited by a target culture is outdated and approaches to cultural learning in primary schools could lead the way. There is substantial evidence that most learners find language lessons fun, particularly activities such as songs, stories and intercultural events (Driscoll et al., 2004, 2014; Cable et al. 2010). The discourse on conditions for inclusive practice is less commonplace and little is known about FL learning in areas of high deprivation (Nikolov & Mihaljević Djigunović, 2011). Teachers and headteachers in this study were committed to cultural learning and staff adopted creative approaches to teaching. The findings, however, also indicate that traditional notions of a mono or homogenised national culture with associated stereotypes linger in teachers’ framing of FL. There exists a need for a more personalised approach to cultural learning drawing upon children’s own cultural experiences. Data was analysed thematically following strict ethical guidelines and all names were anonymised to ensure confidentiality.

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“…According to Risager (2018), the German language is among the top ten widely spoken languages across the world. Nearly 180 million individuals around the globe talk to German, which is current relations (Seal & Shah 2017).…”

Section: Introductionmentioning

confidence: 99%

German Language as L3 in South Korea

Chang¹

2020

initium

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All around the world, there is a perception that German proficiency brings better employment capabilities and class mobility. South Korea is no exception to this belief, with German language being used all over the country for white-collar job employment or even promotions. Over the years, the study of the German language has been enhanced by the country’s Ministry of Education by aggressively developing policies to support this course. To make sense of the situation of the German language in South Korea, and extensive information about the education system, German schools in South Korea and the status of German in foreign language learning is given. This article expounds on the past, recent, and future situation of German language learning in South Korea as well as brief history of the German language learning, policies surrounding the language and educational practices in South Korean schools. The article gives a clear perspective on how various factors have led to the promotion of German language and culture in South Korean society.

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Representations of the World in Language Textbooks

Cited by 31 publications

References 0 publications

Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks

Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks

Cultural threads in three primary schools

German Language as L3 in South Korea

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