Neoliberal Discourses in Spanish for Business: An Ethnographic Classroom Study

Autor/in	Rubio, Jesse W.
Titel	Neoliberal Discourses in Spanish for Business: An Ethnographic Classroom Study
Quelle	In: Journal of Pedagogy, 11 (2020) 2, S.29-49 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2719-5651
Schlagwörter	Neoliberalism; Spanish; Second Language Learning; Second Language Instruction; Business Communication; Business Administration Education; Student Attitudes; Teacher Attitudes; Classroom Communication; Competition; Compliance (Psychology); Individualism; College Faculty; College Students; Discourse Analysis; Language Teachers; Teaching Methods; Ethnography; Self Concept; Power Structure + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Unternehmenskommunikation; Schülerverhalten; Lehrerverhalten; Klassengespräch; Wettkampf; Individualismus; Fakultät; Collegestudent; Diskursanalyse; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Selbstkonzept
Abstract	Beginning in the 1970s, education has responded to the rise of neoliberalism across macro-, meso-, and micro-level contexts through shifts in practice and structure. Meanwhile, language learning is often promoted as an instrument in job attainment and transnational business communication. For example, in language education, courses in language for specific purposes, whose ubiquity continues to increase, often reflect the market rationality embedded in contemporary education and support an instrumental orientation to language learning. This ethnographic study investigates the neoliberal discourses taken up by students and the instructor in a university-level Spanish for Business classroom. Drawing on triangulated data from classroom observations, field notes, informal interviews with students and the instructor, and a semi-formal interview with a focal student participant, the findings suggest that competition, compliance, and individualism were among the ideological discourses of the classroom. However, while societal and institutional discourses of neoliberalism were often interpellated, they were also resisted. Implications for praxis are also discussed. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01