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Exploring Framing Categories in Language Learners' Intercultural Positioning: 'Asia' and 'the West'
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Abstract:
Intercultural perspectives on the process of learning and using a foreign language underscore the importance of interpretation – an inevitably ideologically reflexive activity – in the structuring of sociocultural knowledge. An encounter with new cultural worlds triggers iterative acts of interpretation, which are shaped by, among other things, conceptual frames and their discursive correlates, that is, the lexical categories we use to talk about the world. Mobility, increasing diversity, and a heightened metapragmatic awareness among cosmopolitan learners make categories that frame experience along national or cultural contours increasingly ill-fitting and less salient. This study follows a learner of Japanese with a rich and complex cultural background over roughly 30 months, straddling a period of study abroad, to illustrate the delicate balance involved in selecting suitable frames to conceptualize her subjective position and her journey, focusing on the political implications of categorial practice. Hazel’s dynamic recourse to the broad indexicalities of the categories of “the West” and “Asia” illustrates how categorial content can prime perceptions and how it is recycled or modified to accommodate evolving intercultural understandings, allowing her to retain control of challenging experiences. Her performance underscores the role of critical metapragmatic awareness in ensuring that typifications never slip into stereotypifications.
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URL: https://doi.org/10.4324/9781003094128-4
https://eprints.soas.ac.uk/35758/
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| 3 |
Intercultural mediation in language and culture teaching and learning and the CEFR Companion Volume
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| 6 |
Constraints on innovation in English language teaching in hinterland regions of China
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| 9 |
Ideology in language policy and educational practice : an afterword
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| 10 |
Teaching languages from an intercultural perspective : rethinking the nature of learning
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| 11 |
The position of languages in the university curriculum : Australia and the UK
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| 12 |
Language policy and planning for language maintenance : the macro and meso levels
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| 13 |
Critical perspectives in intercultural language learning
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Liddicoat, Anthony J.. - : Universidad de Sevilla * Grupo de Investigacion "La Lengua Inglesa en el Ambito Universitario", 2020
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| 15 |
Multilingualism and language policies in the African context : lessons from Ghana by Nana Aba Appiah Amfo and Jemima Anderson, Eds. [Editorial]
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| 17 |
Language-in-education policy in the Central Asian republics of Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan
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| 18 |
Language teaching and learning as a transdisciplinary endeavour : multilingualism and epistemological diversity
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| 19 |
Constraints on agency in micro-language policy and planning in schools : a case study of curriculum change
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| 20 |
National security as a motivation in language-in-education policy
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