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首页> 外文期刊>Journal of multilingual & multicultural development >Doing culture, doing race: everyday discourses of 'culture' and 'cultural difference' in the English as a second language classroom
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Doing culture, doing race: everyday discourses of 'culture' and 'cultural difference' in the English as a second language classroom

机译：做文化，做种族：英语作为第二语言课堂中关于“文化”和“文化差异”的日常论述

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摘要

While current conceptualisations of the inextricable connection between language and culture in English language education are largely informed by complex sociocultural theories that view culture as constructed in and through social practices among people, classroom practices continue to be influenced by mainstream discourses of culture that simplistically construct essentialised cultural/racialised identities. This article will present data excerpts from a case study of a Canadian university -based English as a second language (ESL) programme that specifically emphasised in its pedagogical and curricular design the significance of learning language through culture and a process of cultural analysis. In various classrooms observed, however, the programme's dialogic approach to culture most often manifested as cross/intercultural comparisons of cultural difference. The potential danger of this pedagogical approach to culture in the ESL classroom, however, arises with a contextualisation of the English language in broader identity politics - namely, the equating of the English language with Whiteness - where discourses of 'culture' can become a proxy for 'race'. Seemingly innocuous everyday common-sense discussions of 'culture' in second language education may thus construct identities in problematic ways. It is therefore imperative for us to critically reflect on how our pedagogies may be 'doing race' through 'doing culture' in the ESL classroom.
机译：尽管当前关于英语教育中语言与文化之间密不可分的联系的概念化很大程度上是由复杂的社会文化理论提供的，这些理论认为文化是在人们的社会实践中并通过人们之间的社会实践而建构的，但课堂实践仍然受到主流文化话语的影响，这些主流话语简明扼要地构建了必修课程。文化/种族身份。本文将提供以加拿大大学为基础的英语作为第二语言（ESL）程序的案例研究的数据摘录，该课程在教学和课程设计中特别强调了通过文化和文化分析过程学习语言的重要性。然而，在观察到的各种教室中，该计划的文化对话方式最经常表现为文化差异的跨文化比较。然而，这种教育学方法在ESL课堂中对文化的潜在危险是由于英语在更广泛的认同政治中的语境化（即英语与怀特性的等同化）而产生的，在这里“文化”的话语可以代替为“种族”。在第二语言教育中，每天似乎无害的关于“文化”的常识性讨论可能会以有问题的方式来构建身份。因此，我们必须批判性地反思在ESL教室中我们的教学法如何通过“做文化”来“做种族”。

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