Locus of Enunciation: Insights for Intercultural Language Teaching

Autor/inn/en	Porto, Melina; Byram, Michael
Titel	Locus of Enunciation: Insights for Intercultural Language Teaching
Quelle	In: Language, Culture and Curriculum, 35 (2022) 4, S.404-420 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Porto, Melina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2021.2023562
Schlagwörter	Intercultural Communication; Second Language Learning; Second Language Instruction; Teaching Methods; Learning Processes; Academic Freedom; Language Teachers; Cultural Awareness; Decision Making; Foreign Countries; Undergraduate Students; Political Power; Cooperative Learning; Videoconferencing; Social Networks; Collaborative Writing; Spanish; English (Second Language); Content and Language Integrated Learning; History; Perspective Taking; Citizenship Education; History Instruction; Program Descriptions; Argentina; United Kingdom + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Akademische Freiheit; Language teacher; Sprachunterricht; Cultural identity; Kulturelle Identität; Decision-making; Entscheidungsfindung; Ausland; Politische Macht; Kooperatives Lernen; Social network; Soziales Netzwerk; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; CLIL; Lernkonzept; Geschichte; Geschichtsdarstellung; Zukunftsperspektive; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; History lessons; Geschichtsunterricht; Argentinien; Großbritannien
Abstract	Recent articles on the problems of 'locus of enunciation' have focused on research and publication as well as on theoretical development of the concept. It is an issue in teaching and learning too, and this is the focus of this article which argues that to reject teaching approaches in 'the South' because they come from 'the North' is, first, counter to the principles of academic freedom upheld as much in the South as the North, second, prevents learners from having access to important knowledge and third, ignores the ways in which learners in 'the South' can 're-enunciate' what they have learned from 'the North'. Our argument has its origins in our own experience of censorship in the name of 'locus of enunciation'. As language teachers, we demonstrate that internationalist and pluralist ways of thinking can and should lead to cultural, intellectual humility and that this is a better basis for making judgements than a preference for 'our' locus of enunciation over 'theirs'. We illustrate our argument with the pedagogic project that gave rise to the use of 'locus of enunciation' as the basis for rejection of our teaching, to show how the project can be read 'otherwise'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01