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E-grāmata: Teaching Culture in Introductory Foreign Language Textbooks

  • Formāts: PDF+DRM
  • Izdošanas datums: 30-Jul-2016
  • Izdevniecība: Palgrave Macmillan
  • Valoda: eng
  • ISBN-13: 9781137495990
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Teaching Culture in Introductory Foreign Language TextbooksPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 30-Jul-2016
  • Izdevniecība: Palgrave Macmillan
  • Valoda: eng
  • ISBN-13: 9781137495990
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This book demonstrates how foreign language textbook analysis can inform future materials development to improve foreign language teaching. Through chronological analysis of French textbooks in the United States, this book explores the representations of Canada and Quebec in French beginner textbooks produced from 1960 to 2010. Chapelle couples a large collection of 65 textbooks with a social-semiotic qualitative analysis of the genres, language and images that communicate Quebec's cultural narrative to learners. Findings about the amount and type of content are presented by decade to track the trends in foreign language teaching and changes in Quebec’s representation. Particular attention is given to how language politics is presented to students through text and images. This book will be of interest to scholars of Canadian Studies, Quebec Studies and Second Language Acquisition, as well as foreign language materials developers.

Recenzijas

Chapelles work is important beyond its data and its argument that textbooks ought to include more political context in their presentation of Québécois culture and politics. Her book provides an exemplary methodology with five case studies (corresponding to five time periods) that could be used in undergraduate and graduate courses on qualitative research. The book is also pleasant to read. (Alexandre Couture Gagnon, American Review of Canadian Studies, Vol. 47 (3), 2017)

Papildus informācija

"Teaching Culture in Introductory Foreign Language Textbooks takes an important in-depth look at the treatment and study of quebecois culture in beginning-level French textbooks. Chapelle expertly guides the reader through an understanding of the significance of culture in language teaching, appreciation for Quebec's cultural narrative, and insight into the critical importance of language politics and socio-semiotic theory. Simply-put, a must-read for future and current practitioners seeking to strengthen or improve their teaching of language and cultural narratives." (Stacey Weber-Feve, Iowa State University, Ames, Iowa, USA) "Few studies of language textbooks have offered the complex, historically situated account that one finds in Carol Chapelle's book. She presents a compelling, evidence-based case for making cultural and political narratives a central aspect of beginning French textbooks, balancing critique with tangible recommendations for materials design. With its commitment to scholarly rigor and professional relevance, Teaching Culture in Introductory Foreign Language Textbooks places textbook study firmly on the agenda of applied linguistics research and practice." (Csilla Weninger, National Institute of Education, Singapore)
1 The Significance of Culture in Language Teaching
1(36)
1 Why Study the Presentation of Culture in Textbooks?
2(12)
1.1 Culture Teaching Goals in Foreign Language Teaching
3(3)
1.2 The Need to Improve Culture Teaching
6(2)
1.3 The Role of Language Textbook Analysis
8(1)
1.3.1 Textbooks Are Commercially Situated
9(2)
1.3.2 Textbook Analysis Encompasses Analysis of Meanings in the Textbooks
11(1)
1.3.3 Textbook Analysis is Interdisciplinary
12(1)
1.3.4 There Is a Need for More Textbook Analysis
13(1)
2 Cultural Narrative and Politics
14(10)
2.1 Defining the Target Competence
15(3)
2.2 Research on Students' Developmental Needs
18(3)
2.3 Social Impact
21(3)
3 Textbook Analysis as Inquiry
24(8)
3.1 Cultural and Historical Grounding
25(2)
3.2 Practical and Theoretical Relevance
27(1)
3.3 Methodological Credibility
28(2)
3.4 The Current Study
30(2)
4 Conclusion
32(5)
References
33(4)
2 Quebec's Cultural Narrative and French Textbooks
37(38)
1 Quebec's Language Politics as Content
38(2)
2 Quebec's National Cultural Narrative
40(10)
2.1 Before the 1960s: French from the Time of Colonization
41(3)
2.2 The 1960s: The Quiet Revolution
44(1)
2.3 The 1970s: The Charter of the French Language
45(1)
2.4 The 1980s: The First Sovereignty Referendum
46(1)
2.5 The 1990s: The Second Sovereignty Referendum
47(1)
2.6 The 2000s: Continued Expanded Global Presence
48(1)
2.7 Enduring Themes
48(2)
3 Quebec's Cultural Narrative and French Textbooks
50(2)
4 Methodology
52(5)
4.1 Population and Sampling Plan
52(3)
4.2 Types of Content
55(2)
4.3 Procedures for Analysis
57(1)
5 Quantity of Canadian and Quebec Images
57(5)
5.1 The Number of Images by Decade
58(2)
5.2 Variation in Images Across Textbooks by Decade
60(2)
6 Quantity of Written Text
62(9)
6.1 The Number of Instances of Textual Content
62(5)
6.2 Variation in Instances of Textual Content Across Textbooks
67(4)
7 Conclusion
71(4)
References
72(3)
3 Quebec Content in Text
75(48)
1 Conceptualizing Content and Language Integration
76(5)
1.1 Content in the Texts of Beginning-Level Textbooks
78(2)
1.2 Text as Genre
80(1)
2 Cultural Narrative
81(5)
2.1 Identifying and Coding Canadian and Quebec Content
82(2)
2.2 Screening the Content for Cultural Narrative
84(1)
2.3 Counting of Textbooks with Quebec Cultural Narrative
85(1)
3 Genres of Texts
86(10)
3.1 Genres and Quebec Cultural Narrative
86(5)
3.2 Genres in Language Learning
91(2)
3.3 Genre Analysis of Cultural Narrative in Textbooks
93(3)
4 Language
96(25)
4.1 The Language of History Genres
96(11)
4.2 The Language of Conversation Genres
107(3)
4.2.1 Interlocutors of Unknown Origin and Knowledge
110(3)
4.2.2 Dialogues with a Quebecois(e) Interlocutor
113(3)
4.2.3 Summary of Cultural Narrative in Casual Conversation
116(1)
4.2.4 Casual vs. Pragmatic Conversation
116(3)
4.3 Other Genres
119(2)
5 Conclusion
121(2)
References
121(2)
4 Quebec Content in Images
123(58)
1 Why Study Images?
124(2)
2 Theoretical Approach
126(5)
3 Qualitative Analysis of Image Content
131(3)
4 People in Images
134(18)
4.1 The 1970s
134(1)
4.1.1 Ideational Analysis: Identity and Activity
134(2)
4.1.2 Interpersonal Analysis: Proximity
136(2)
4.2 The 1980s
138(1)
4.2.1 Ideational Analysis: Identity and Activity
138(3)
4.2.2 Interpersonal Analysis: Proximity
141(2)
4.3 The 1990s
143(1)
4.3.1 Ideational Analysis: Identity and Activity
143(1)
4.3.2 Interpersonal Analysis: Proximity
144(1)
4.4 The 2000s
145(1)
4.4.1 Ideational Analysis: Identity and Activity
146(1)
4.4.2 Interpersonal Analysis: Proximity
147(3)
4.5 Summary of People in Images
150(2)
5 Places: Cityscapes and Landscapes
152(7)
5.1 The 1970s
152(2)
5.2 The 1980s
154(2)
5.3 The 1990s
156(1)
5.4 The 2000s
157(2)
5.5 Summary of Places in Images
159(1)
6 Images for Multimodal Meaning Making: A Closer Look
159(17)
6.1 The 1970s: Parole et Pensee
162(4)
6.2 The 1980s: Sonet Sens
166(4)
6.3 Paroles in the 2000s
170(4)
6.4 Summary: Images in Multimodal Meaning Making
174(2)
7 Conclusion
176(5)
References
178(3)
5 A Closer Look at Language Politics
181(32)
1 Images with Political Messages
182(9)
1.1 The 1960s and 1970s
183(1)
1.2 The 1980s
184(3)
1.3 The 1990s
187(1)
1.4 The 2000s
188(2)
1.5 Summary of Images with Political Cultural Narrative
190(1)
2 Politics in Text and Image: Case Studies
191(20)
2.1 The 1960s Case: Beginning French: A Cultural Approach
193(2)
2.2 The 1970s Case: French: Language and Life Styles
195(2)
2.3 The 1980s Case: Rendez-vous: An Invitation to French
197(4)
2.4 The 1990s Case: Rapports: Language, Culture, Communication
201(3)
2.5 The 2000s Case: Mais Oui!
204(4)
2.6 Summary
208(3)
3 Conclusion
211(2)
References
212(1)
6 Strengthening Cultural Content in First-Year Textbooks
213(36)
1 Implications for Teaching
214(21)
1.1 Findings: Quebec's Cultural Narrative in Textbooks
214(1)
1.1.1 Increases in Canadian and Quebec Content
214(1)
1.1.2 Cultural Narrative at the Beginning Level
215(2)
1.1.3 Limitations in Past Work
217(2)
1.1.4 Contributions from Canadian Studies and Quebec Studies
219(2)
1.1.5 Guidance from Social-Semiotic Theory
221(1)
1.1.6 Reconceptualizing Politics in French Textbooks
222(1)
1.1.7 Summary
223(2)
1.2 Suggestions for Teaching Cultural Narrative
225(1)
1.2.1 Cultural Narrative
225(1)
1.2.2 The Role of Existing Textbooks
226(2)
1.2.3 Extending Beyond Existing Textbooks
228(2)
1.2.4 Area Studies
230(1)
1.2.5 Social-Semiotic Analysis
231(1)
1.2.6 The Role of Politics
232(1)
1.3 Theorizing Materials Development as Meaning Making
233(2)
2 The Challenge
235(4)
3 Implications for Textbook Analysis
239(6)
3.1 Cultural and Historical Grounding
240(2)
3.2 Theoretical and Practical Relevance
242(1)
3.3 Methodological Credibility
243(2)
4 Conclusion
245(4)
References
246(3)
Appendix: English Translations for French Texts 249(10)
Index 259
Carol A. Chapelle is Distinguished Professor of Liberal Arts and Sciences at Iowa State University. She is editor of the Encyclopedia of Applied Linguistics (2013), co-editor of the Cambridge Applied Linguistics Series, past president of the American Association for Applied Linguistics, and former editor of TESOL Quarterly.
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