Description
Book SynopsisFor most language learners, mobility is now the starting-point rather than the end-point of language learning. Rather than learning a language in order to go abroad, learners are used to moving from country to country, from culture to culture. This volume of essays explores the different attitudes to language learning generated by globalisation and shows how the local still has an impact on the language-learning classroom. The contributors have collaborated through the Languages of the Wider World Centre of Excellence in Teaching and Learning based at University College London and the School of Oriental and African Studies. The essays in the book span both reflection on language learners’ shifting identities and the pedagogies of a range of less widely taught languages in which the national language has acquired fresh emphasis in the context of globalisation. How might the tension between mobility and localisation best be exploited to the benefit of language learners?
Table of ContentsContents: Itesh Sachdev: Foreword – Jane Fenoulhet/Cristina Ros i Solé: Introduction – Cristina Ros i Solé/Jane Fenoulhet: Language-Learning Itineraries for the Twenty-First Century – Geneviève Zarate: Language Biography and International Mobility: On the Position of Multilingual and Multicultural Capital in the Academy – Simon Coffey: Modern Language Learning as a Figured World of Privilege – Hugh Starkey: Language Learning for Human Rights and Democratic Citizenship – Christopher Moseley: Language Learning Targeted for Social Integration: The Cases of Estonia and Latvia – Anna Pilkington/Lydia Buravova: Teachers, Learners, Textbooks and Post-Soviet Russia – Inma Álvarez: Learning About Chinese-Speaking Cultures at a Distance – Gerdi Quist/Christine Sas: Cultural Complexity in Dutch Language Learning: Tendencies and Tensions – Jakob Stougaard-Nielsen: Danishness, Cosmopolitanism and Democratic Citizenship in Danish Language-Learning Materials.
