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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.

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Intercultural education in a transnational perspective

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  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

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