1 / 9

Intercultural education in a transnational perspective

Intercultural education in a transnational perspective. Leeuwarden/Ljowert, Fryslân, May 2011 Karen Risager Roskilde University risager@ruc.dk. Contents.

Download Presentation

Intercultural education in a transnational perspective

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Intercultural education in a transnational perspective Leeuwarden/Ljowert, Fryslân, May 2011 Karen Risager Roskilde University risager@ruc.dk

  2. Contents • Local and transnational linguistic flows • Linguistic landscapes • Rethinking the language-culture relation • Linguaculture – culture in language • Discourse – culture across languages • Implications for intercultural education risager

  3. Local and transnational linguistic flows • languages are not territorially bound • a language spreads through two processes: • the mobility of language users • language learning • the global means of communication strengthen relations between users of a language • we see local and transnational linguistic flows in social networks all over the world risager

  4. Linguistic landscapes • flows of different languages form complex linguistic landscapes (linguascapes), e.g. in a state or a city • language encounters of different types, incl. language hierarchisations and language alternation (code-switching) • language policy becomes more visible: language, identity, power and recognition risager

  5. Rethinking the language-culture relation • two extremes concerning the relationship between language and culture: • a (national) language and its (national) culture are inseparable, or • a language is or can be used in a culturally neutral way • a third position: a language always carries linguaculture, but can be separated from other cultural phenomena risager

  6. Linguaculture – culture in language • three dimensions of linguaculture: • the semantic-pragmatic dimension • the poetic dimension • the identity dimension • we all have our personal linguaculture • we carry linguaculture with us • when we migrate, move • when we learn new languages risager

  7. Discourse – culture across languages • discourse has linguistic form, but is not bound to a specific language • discourses are content-based, e.g. ideologies, narratives, literature and sciences • discourses flow from language to language via translation and other forms of transformation, they are translingual • ’the rest of culture’, e.g. music, pictures, food and drink, architecture, clothing, etc. etc. risager

  8. Implications for intercultural education • all languages are world languages and are situated in complex linguascapes • all languages contain socially and personally variable linguacultures • a language can be used for studying any discourse or topic • intercultural education must include this transnational perspective, in which language and culture flow partially independently of each other risager

  9. References • K. Risager: Language and Culture: Global Flows and Local Complexity (Multilingual Matters 2006) • K. Risager: Language and Culture Pedagogy: From a National to a Transnational Paradigm (Multilingual Matters 2007) • K. Risager: Linguaculture. In Jane Jackson (ed.), Handbook of Language and Intercultural Communication (Routledge, forthcoming) risager

More Related