Postcolonial complexities in foreign language education and the humanities
Date
2010-01-01
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Heinle Cengage Learning
Volume
2010
Number/Issue
Starting Page
141
Ending Page
160
Alternative Title
Abstract
This chapter develops a critical perspective on foreign language education by drawing on
postcolonial theory and research in order to better conceptualize and address the complexity
of language education in terms of ecologies of interconnected spaces of policy, curriculum,
and classroom practice. Starting from the basic classroom issue of linguistic diversity
and variability, this chapter offers a critical approach to language in education that strives to
“situate language study in cultural, historical, geographic, and cross-cultural frames within
the context of humanistic learning” (Modern Language Association [MLA], 2007, p. 4).
This chapter advocates a critical, transcultural, and translinguistic humanism grounded
in decolonial practices of foreign language education that are theoretically informed,
educationally relevant, socially engaged, and ethically accountable. The chapter
also attempts to bring increased historical and critical depth to how foreign language
educators understand and perform the teaching of language in ways that connect to
transdisciplinary research concerns in the humanities and beyond.
Description
Keywords
Citation
Train, R.W. (2010). Postcolonial complexities in foreign language education and the humanities. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 141-160. http://hdl.handle.net/102015/69686
Extent
Format
Geographic Location
Time Period
Related To
Related To (URI)
Table of Contents
Rights
Rights Holder
Local Contexts
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.