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The Foreign Language Appropriation Conundrum

Micro Realities and Macro Dynamics

Thomas Szende

This monograph’s title reflects the need to articulate the classroom actions and strategies of an increasingly efficient technological environment with symbolic, cultural, and political issues, namely the multi-dimensionality of affiliations, which today condition the practices of learners, teachers, tool designers, and the dissemination (or not) of languages throughout the world.

Reflective testimony of a teacher who is passionate about his work, this book is also the result of research conducted by a linguist wishing to raise the field of foreign language education to the level of a coherent and rigorous discipline capable of presenting teaching/learning options to all languages/cultures.

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9. Conclusion


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9.   Conclusion

What conclusions can we draw from such an overview?

9.1    Between Dreams and Reality

Teachers, learners, and researchers in the field of foreign/second language education and acquisition are the privileged players and witnesses of the singularities and universalities of what can be called ‘global space’. What appears at first glance as a unique phenomenon can occur elsewhere in a similar fashion, and vice versa. Only the comparative perspective of these phenomena can allow us to appreciate their true particularities as well as the more general current trends. Considering the socio-cultural settings, judgments and actual construction mechanisms specific to learners from societies that can interact and mingle while still maintaining and developing their identities, leads researchers to use a transareal and translinguistic perspective. This point of view challenges the plurality of teaching, learning, and acquisition situations, as opposed to a binary vision of languages and their appropriation. Bilingualism and multilingualism are real assets provided they are recognized and can be constructed in a positive way by socio-educational spaces capable of developing a linguistic hospitality. This is the spirit in which we hope to have contributed to the debate on language learning.

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