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Enseigner les langues-cultures à l’ère de la complexité / Teaching Language and Culture in an Era of Complexity

Approches interdisciplinaires pour un monde en reliance / Interdisciplinary Approaches for an Interrelated World

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Edited By Joëlle Aden, Trevor Grimshaw and Hermine Penz

Le 21 e siècle présente des défis importants pour l’enseignement des langues et des cultures. Les enseignants sont plus que jamais confrontés à un environnement complexe et dynamique de croyances et de pratiques, où la diversité et l’interculturalité créent des identités constamment mouvantes. Cet ouvrage propose une réponse interdisciplinaire aux incertitudes de notre époque. Il s’organise autour de deux notions clés, la reliance et les univers de croyance. Les auteurs proposent des perspectives éclairantes sur des thématiques telles que l’empathie, les constructions de Soi et de L’Autre, le développement de la conscience interculturelle et le rôle de l’anglais comme lingua franca. Cet ouvrage constitue ainsi une avancée significative pour le développement d’un paradigme théorique et pédagogique adapté à notre monde plurilingue et pluriculturel.
The 21 st century presents significant challenges for the teaching of language and culture. More than ever before, educators are faced with a complex and dynamic landscape of beliefs and practices, where diversity and interculturality create constantly shifting identities. This volume offers an interdisciplinary response to the uncertainties of our era. It takes as its focus two key notions: interrelatedness and universes of belief and thought. The contributors offer illuminating insights on topics such as empathy, constructions of Self and Other, the cultivation of intercultural awareness and the role of English as a Lingua Franca. As such, the volume makes a significant step towards developing a theoretical and pedagogical paradigm appropriate for our plurilingual and pluricultural world.

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PARTIE III. REPENSER LES ENVIRONNEMENTS D’APPRENTISSAGE / PART III. RECONSIDERING LEARNING CONTEXTS

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PARTIE III REPENSER LES ENVIRONNEMENTS D’APPRENTISSAGE PART III RECONSIDERING LEARNING CONTEXTS 259 The Branding of English as a Lingua Franca Trevor GRIMSHAW University of Bath (UK) Introduction In this chapter I shall discuss the relationship between branding and the English language. As forms of symbolic interaction, these relate closely to the core themes of this edited collection. Both branding and the English language do much to shape the beliefs and theories (viz. “les univers de croyance”) by which we live. Together they play a vital part in the creation and maintenance of our interrelated and interdependent world (viz. “la reliance”). Branding is one of the defining discursive practices of late capitalist society, cutting across national and cultural boundaries. In today’s highly mediatised consumer environment, brand awareness is a key element of cultural capital (Bourdieu, 1984). It also has an important function in the language teaching enterprise, as evidenced by (commer- cial and non-commercial) organisations, methods, teaching materials, accreditation bodies and even individuals (viz. the “native-speaker”, NS). Meanwhile, English is the pre-eminent medium of communication in this era of globalisation, playing an important role in the social and economic activities of numerous communities. It is the major language of international trade, it facilitates the activities of government and non- government organisations, and it is a key factor in many forms of educational and cultural interaction (Pennycook, 1994; Graddol, 1997; Halliday, 2003). For these reasons, English is increasingly regarded as part of a person’s basic education in the 21st century. As such,...

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