Cultural Translation and the Double Movement of Difference in Learning "English as a Second Identity"

Autor/in	Taylor, Lisa
Titel	Cultural Translation and the Double Movement of Difference in Learning "English as a Second Identity"
Quelle	In: Critical Inquiry in Language Studies, 3 (2006) 2-3, S.101-130 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
Schlagwörter	Translation; Second Language Learning; Foreign Countries; English (Second Language); Social Theories; Learning Theories; Teaching Methods; Critical Thinking; Thinking Skills; Cultural Influences; Resistance (Psychology); Immigrants; High School Students; Social Bias; Social Justice; Second Language Instruction; Blacks; Ethnic Diversity; Cultural Pluralism; Student Diversity; Africa; Canada; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Gesellschaftstheorie; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Denkfähigkeit; Cultural influence; Kultureinfluss; Resistenz; Immigrant; Immigrantin; Immigranten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziale Gerechtigkeit; Fremdsprachenunterricht; Black person; Schwarzer; Kulturpluralismus; Afrika; Kanada
Abstract	This article pursues two main lines of inquiry: How might postcolonial theory, feminist and postcolonial translation studies sharpen our critical understandings of the micro- and geopolitics of English language learning? What kinds of pedagogical practice might such new developments ground in order to foster our learners' critical ways of knowing and being? From a survey of postcolonial perspectives on TESOL, I introduce several key concepts from postcolonial translation studies: the principles of time and progress in discourses of coloniality/modernity; resistant practices of cultural translation and double translation. These concepts allow me to trace the identity- and knowledge-based stakes and negotiations by high school immigrant English language learners within unique spaces created by the transformative pedagogy of a Freirean-style antiracism leadership camp in Toronto, Canada. I conclude by drawing out the implications of this analysis for a pedagogy of critical translational awareness. (Contains 28 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10