Unpacking the Ideology of Cosmopolitanism in Language Education: Insights from Bakhtin and Systemic Functional Linguistics

Autor/inn/en	De Costa, Peter I.; Jou, Yu-Shiang
Titel	Unpacking the Ideology of Cosmopolitanism in Language Education: Insights from Bakhtin and Systemic Functional Linguistics
Quelle	In: Critical Inquiry in Language Studies, 13 (2016) 2, S.73-97 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2015.1132628
Schlagwörter	Teaching Methods; Language Variation; English (Second Language); Second Language Learning; Second Language Instruction; Linguistics; Neoliberalism; Language Usage; Speeches; Social Class; Language Attitudes; Political Attitudes; Language Styles; Language Research; Foreign Countries; Secondary School Students; Singapore + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistik; Neo-liberalism; Neoliberalismus; Sprachgebrauch; Social classes; Soziale Klasse; Sprachverhalten; Political attitude; Politische Einstellung; Sprachstil; Sprachforschung; Ausland; Sekundarschüler; Singapur
Abstract	In line with what Hull and Stornaiuolo (2010) describe as a cosmopolitan turn in the social sciences and given the growing interest in cosmopolitanism as a result of neoliberalism (Bernstein et al., 2015) and the global rise in the use of English (Seargeant, 2012), this article investigates the ideology of cosmopolitanism by drawing on the constructs of heteroglossia and dialogue (Bakhtin, 1981; Blackledge & Creese, 2013) and Systemic Functional Linguistics (SFL). Using the SFL Engagement framework (Martin & White, 2005) to analyze how cosmopolitanism is constructed in political speeches, official educational documents, and classroom interactions in Singapore, we also examine the ways in which cosmopolitanism is mediated in these discourses and how it impacts the varieties of English that are valued in society and school. Following the analyses of our data, we call for a development of dialogical cosmopolitanism (Canagarajah, 2013), which conceives of cosmopolitanism as a negotiated process and values linguistic hybridity. The article closes with a discussion of the pedagogical implications of the study and highlights that in order to nurture cosmopolitan dispositions among students in language classrooms, some degree of curricular flexibility, tolerance for uncertainty, and deregulation needs to be undertaken. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01