Portraying the language-culture link through spatial representation in three US language textbooks
Abstract
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.
Domains
Linguistics
Origin : Publisher files allowed on an open archive