“…Blommaert, 1999a;Golden, 2001;May, 2001), foreign languages, with the exception of English, often remain at the margins, if not in the shadows, as neutral and objective transmitters of the code and culture of a particular target group, devoid of ideological implications. Existing studies of trends in FL education often focus on changes in pedagogical paradigms or at best on transmissionof cultural stereotypes, rather than on sociopoliticaland ideological underpinnings of FL instruction (for a notable exception see Kramsch & Kramsch, 2000;Lantolf & Sunderman, 2001).…”