Language Textbooks: Windows to the World

Autor/in	Risager, Karen
Titel	Language Textbooks: Windows to the World
Quelle	In: Language, Culture and Curriculum, 34 (2021) 2, S.119-132 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Risager, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2020.1797767
Schlagwörter	Second Language Learning; Second Language Instruction; Textbooks; World History; Foreign Policy; Foreign Countries; Teaching Methods; Content Analysis; Cultural Awareness; Cultural Education; Postcolonialism; English (Second Language); German; French; Spanish; Secondary School Students; Global Approach; Self Concept; Denmark + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Weltgeschichte; Außenpolitik; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Cultural identity; Kulturelle Identität; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Post colonialism; Postkolonialismus; English as second language; English; Second Language; Englisch als Zweitsprache; Deutscher; Französisch; Spanisch; Sekundarschüler; Globales Denken; Selbstkonzept; Dänemark
Abstract	What images of the world do we find in language textbooks? What countries and continents are favoured, what key problems of the world are mentioned and taken up, what segments of the world's populations are represented and how, what role is given to the understanding of world history, colonialism and imperialism, what role is given to the understanding of transnational processes? Are there blind spots in the representation of the world? This article challenges the tradition of focusing on the representation of 'countries' in language teaching -- target language countries and the country of the learners. It takes an explicit global perspective, drawing on a range of critical approaches to the study of culture, society and the world: National studies, citizenship education studies, Cultural studies, postcolonial studies and transnational studies. The article argues that the approaches imply different sets of analytical questions regarding the cultural content of language textbooks. Examples of questions and analyses are taken from textbooks for a number of languages taught in Denmark: English, German and French in lower secondary school and Spanish in upper secondary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01