The Cultural Component of Language Teaching

The current interest in the role of culture in language teaching is due to a number of factors, political, educational, ideological. Both in Europe and in the U.S., albeit for different reasons, there is a great deal of political pressure now put on foreign language educators to help solve the social and economic problems of the times. Educators fear that the mere acquisition of linguistic systems is no guarantee of international peace and understanding. After years of communicative euphoria, some language teachers are becoming dissatisfied with purely functional uses of language. Some are pleading to supplement the traditional acquisition of "communication skills" with some intellectually legitimate, humanistically oriented, cultural "content". Others, who teach their language to non-native speaker immigrants, are under pressure to absorb (read: acculturate) into their society growing numbers of newcomers. And there is of course the recrudescence of nationalism around the world that draws political capital from increased links between national languages and national cultures. The reasons for the growing "culturalisation" of language teaching are many, the motives often contradictory

Det flersprogede subjekt

Interview med Claire Kramsc

Dear Incoming Graduate Student Colleague

2020. “Dear Incoming Graduate Student Colleague.” In Diversity, Decolonialization, and the German Curriculum, edited by Regine Criser and Ervin Malakaj. Palgrave, 309–326

A PROMESSA POLÍTICA DA TRADUÇÃO

As mudanças nas circunstâncias globais levaram os educadores a reconsiderar o uso da tradução no ensino de línguas. No entanto, isso não significa um retorno ao velho método da gramática-tradução. Neste artigo, exploramos como a prática da tradução literária pode ser reenquadrada e implementada na sala de aula como um meio de promover a competência translingual e transcultural defendida pela Modern Language Association em 2007