Cultural Threads in Three Primary Schools: Introducing a Critical Cosmopolitan Frame

Autor/inn/en	Driscoll, Patricia; Holliday, Adrian
Titel	Cultural Threads in Three Primary Schools: Introducing a Critical Cosmopolitan Frame
Quelle	In: AILA Review, 32 (2019) 1, S.64-90 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-0213
Schlagwörter	Teacher Attitudes; Second Language Learning; Second Language Instruction; Elementary School Teachers; Cultural Awareness; Teaching Methods; Disadvantaged Schools; Stereotypes; Administrator Attitudes; Elementary School Students; Foreign Countries; Ideology; Social Bias; Nationalism; Prosocial Behavior; Empathy; Creative Teaching; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Klischee; Ausland; Ideologie; Nationalismus; Empathie; Creative thinking; Teaching; Kreatives Denken; Unterricht
Abstract	This paper explores headteachers' and teachers' perceptions of foreign languages(FL) and cultural learning in three primary schools in areas of disadvantage in England. Drawing upon a new theoretical frame for primary languages, Critical Cosmopolitanism (Delanty, 2006; Beck and Sznaider, 2006) and The Grammar of Culture (Holliday, 2018), we argue that the grand narrative of a target language inhabited by a target culture is outdated and approaches to cultural learning in primary schools could lead the way. There is substantial evidence that most learners find language lessons fun, particularly activities such as songs, stories and intercultural events (Driscoll et al., 2004, 2014; Cable et al. 2010). The discourse on conditions for inclusive practice is less commonplace and little is known about FL learning in areas of high deprivation (Nikolov & Mihaljevic Djigunovic, 2011). Teachers and headteachers in this study were committed to cultural learning and staff adopted creative approaches to teaching. The findings, however, also indicate that traditional notions of a mono or homogenised national culture with associated stereotypes linger in teachers' framing of FL. There exists a need for a more personalised approach to cultural learning drawing upon children's own cultural experiences. Data was analysed thematically following strict ethical guidelines and all names were anonymised to ensure confidentiality. (As Provided).
Anmerkungen	John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: https://www.benjamins.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01