The language textbook: representation, interaction &amp; learning: conclusions

Canale, Germán

doi:10.1080/07908318.2020.1797081

Cited by 41 publications

(17 citation statements)

References 10 publications

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“…In this sense, they have also been assigned some kind of agency. Canale (2021), summarising main points from a special issue on language textbooks in Language, Culture and Education, states that a "deeper articulation between representation, interaction and learning is needed to further explore the dynamics of structural and situated power and agency in language textbook studies. (p. 204)".…”

Section: Textbooks and Their Potential For Enacting Agencymentioning

confidence: 99%

“…We chose textbooks and teachers' guides as our data because of their significant role in language classrooms in the comprehensive school in general (Canale, 2021) and in Finland in particular (Luukka et al, 2008). Assessment, as our analytical focus, presents us with an example of a technology of governance that supports a particular kind of learner agency and consequently a particular image of an ideal learner.…”

Section: Introductionmentioning

confidence: 99%

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The Ideal Learner as Envisioned by Can Do Statements and Grammar Revisions: How Textbook Agency Is Constructed

Saarinen

Huhta

2022

New Materialist Explorations Into Language Education

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In this chapter, we analyse the features of textbooks that enable and facilitate their role as material agents in the classroom. Rather than analyse the ways textbooks are used in interaction with humans, we analyse the elements in the textbook itself that facilitate intra-action and the ensuing material agency. Based on a discursive analysis of self-assessment in one textbook and discussing that construct against the Finnish national core curriculum and previous research, we present an ‘ideal imaginary’ of classroom activities as construed in the textbook. This helps us understand the textbooks in their pedagogical ergonomics; i.e. as socio-material in the classroom. We conclude by discussing the ideological nature of the textbooks not only as describing, but materially constructing a learner agency that understands learning both as constructivist and behaviourist. This merging of pedagogic ideals promotes a particular kind of disciplined behaviour to the extent that learner behaviour and learning are inseparably intertwined.

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Section: Textbooks and Their Potential For Enacting Agencymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Ideal Learner as Envisioned by Can Do Statements and Grammar Revisions: How Textbook Agency Is Constructed

Saarinen

Huhta

2022

New Materialist Explorations Into Language Education

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“…Selanjutnya, kesadaran gender kritis juga harus dimiliki oleh pengguna buku ajar yaitu orang tua, guru, dan pemangku kepentingan lain di dunia pendidikan seperti unsur pemerintahan, dinas pendidikan, lembaga pendidikan, serta komponen sekolah. Temuan pada kajian ini tentunya memberikan kajian empiris dimana dari sudut pandang linguistik kontenkonten yang disajikan dalam buku ajar dapat mengandung ideologi tertentu (Canale, 2020;Widodo & Elyas, 2020). Prosedur dalam kajian ini juga direplikasi dan digunakan sebagai referensi bagi pengguna buku ajar dan juga peneliti yang memiliki minat dan ketertarikan terhadap topik stereotip gender pada buku ajar.…”

Section: Simpulanunclassified

“…Temuan pada studi terdahulu (Curaming & Curaming, 2020;Lee, 2018;Lestariyana, Widodo, & Sulistiyo, 2020;Salami & Ghajarieh, 2016) mengungkap bahwa perempuan kerap kali direpresentasikan sebagai seseorang yang harus bekerja di rumah dan bertanggung jawab untuk mengerjakan pekerjaan rumah. Pada studi ini, fokus penelitian adalah untuk mengkaji apakah stereotip gender masih ada dalam buku ajar karena posisinya yang sangat strategis di mata para pengguna yang umumnya mempercayai isi materi, latihan, dan bacaan di dalamnya (Canale, 2020). Kepercayaan itu muncul karena dilandasi asumsi bahwa buku ajar idealnya merupakan dokumen yang disusun dan dirancang sebagai pengejawantahan kurikulum.…”

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Stereotip Karakter Perempuan dalam Buku Ajar untuk Sekolah Dasar: Kajian Multimodalitas

Yonata

Yoniswan²

2021

JBS

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Myriads of studies about gender stereotypes in educational materials have been carried out by global scholars in recent years. One of the focus is in the textbook seems to be crucial due to its prominent role as guidance to curriculum and teachers’ credence on the contents. A textbook actually has two important role as vehicle of knowledge transfer and of social practices paradigm construction. However, little studies have reported on the representation of female characters stereotypes in the context of elementary school language textbook. Following multimodality framework proposed by Van Leuween (2008), verbal and visual texts in two English language textbooks published by private companies in Indonesia were analysed in respect to gender stereotyped. The findings reveal the existence of stereotypes of female character on personality, hobby and interest, occupation, and social roles. The study suggests textbook makers (authors and publishers) and users (parents, teachers, and education stakeholders) to rise critical gender awareness.

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“…By far the most common approach is cross-cultural style comparisons between national cultures focussing on festivals, food and touristic images (Baker, 2015b). This essentialist approach is exemplified through the textbooks that form a core part of language teaching and typically approach culture in a superficial and stereotyped way (see Canale, 2021). For instance, Gray's (2010) in-depth analysis of the cultural content of ELT course books over forty years illustrated a limited range of cultural representations, a 'native-speaker' focus and an absence of locally relevant issues.…”

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confidence: 99%

Intercultural and Transcultural Awareness in Language Teaching

Baker

2022

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The central aim of language teaching is typically to prepare learners to communicate through the language learnt. However, much current language teaching theory and practice is based on a simplistic view of communication that fails to match the multilingual and intercultural reality of the majority of second language (L2) use. This Element examines the relationship between language and culture through an L2 in intercultural and transcultural communication. It puts forward the argument that we need to go beyond communicative competence in language teaching and focus instead on intercultural and transcultural awareness. Implications for pedagogic practice are explored including intercultural and transcultural language education.

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The language textbook: representation, interaction & learning: conclusions

Cited by 41 publications

References 10 publications

The Ideal Learner as Envisioned by Can Do Statements and Grammar Revisions: How Textbook Agency Is Constructed

The Ideal Learner as Envisioned by Can Do Statements and Grammar Revisions: How Textbook Agency Is Constructed

Stereotip Karakter Perempuan dalam Buku Ajar untuk Sekolah Dasar: Kajian Multimodalitas

Intercultural and Transcultural Awareness in Language Teaching

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