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Designing foreign language curricula and pedagogy in terms of meaning-making: The application of languaculture and designs of meaning

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Title:Designing foreign language curricula and pedagogy in terms of meaning-making: The application of languaculture and designs of meaning
Authors:Blyth, Carl
Date Issued:01 Jan 2019
Publisher:Cengage
Citation:Blyth, C. (2019). Designing foreign language curricula and pedagogy in terms of meaning-making: The application of languaculture and designs of meaning. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 153-175. http://hdl.handle.net/102015/69796
Abstract:This autobiographical chapter describes the challenges of designing and teaching
courses that construe language learning in terms of intercultural meaning-making.
In particular, the chapter recounts how a foreign language specialist applied
the concepts of languaculture (Agar, 1994; Risager, 2006, 2007) and Designs of
Meaning (Cope & Kalantzis, 2009, 2015; New London Group, 1996; Paesani, Allen,
& Dupuy, 2016) to the development and implementation of an undergraduate
course in French linguistics and a graduate course in applied linguistics. The
concept of languaculture helped the educator to adopt a transnational frame
that allowed his undergraduate students to “operate between languages” while
the concept of Designs of Meaning helped him to teach “differences in meaning,
mentality, and worldview…” (MLA Report, 2007, p. 4) as a process of designing
and redesigning texts. These same concepts proved instrumental in helping him
develop a new graduate course in applied linguistics that emphasized language as
social practice. The chapter ends with a discussion of the three main challenges
that face educators who wish to adopt post-structuralist, meaning-based
approaches to languages and cultures: (1) the continued reliance on grammar
as the major organizing principle for language curricula; (2) the widespread use
of commercially produced materials that perpetuate structuralist conceptions
of language and culture; and (3) the need for the creation and curation of more
meaning-based materials.
URI:http://hdl.handle.net/10125/69796
Volume:2019
Appears in Collections: 2019 PATHWAYS TO PARADIGM CHANGE: CRITICAL EXAMINATIONS OF PREVAILING DISCOURSES AND IDEOLOGIES IN SECOND LANGUAGE EDUCATION


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