Defining the political in foreign language teaching – A response to the rejoinders

Authors

  • Claire Kramsch University of California, Berkeley

DOI:

https://doi.org/10.1558/jalpp.21269

Keywords:

forum discussion, response to rejoinders

Author Biography

Claire Kramsch, University of California, Berkeley

Claire Kramsch is Emerita Professor of German and Education at UC Berkeley. She is widely published in applied linguistics and foreign language education. Recent books include The Multilingual Subject (Oxford University Press, 2009), The Multilingual Instructor (with Lihua Zhang; Oxford University Press, 2018) and Language as Symbolic Power (Cambridge University Press, 2021). She is the editor of the journal L2 Learning and co-editor of the book series Language and Intercultural Communication (Routledge) and Key Topics in Applied Linguistics (Cambridge University Press). 

References

Adler, Rutie, Annamaria Bellezza, Chika Shibahara and Lihua Zhang (forthcoming) Teaching the conflicts in foreign language education. In Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen, Louise Tranekjaer and Karen Risager (eds) Translanguaging and Epistemological Decentring in Higher Education and Rresearch. Bristol, UK: Multilingual Matters.

Ballereau, Igor (2014) Deleuze, Guattari – De la ritournelle. L’oreille hantée, 2 September. On­line: https://oreillehantee.wordpress.com/2014/09/02/deleuze-guattari-de-la-ritournelle/

Barili, Amelia and Michael Byram (2021) Teaching intercultural citizenship through intercultural service learning in world language education. Foreign Language Annals. Online first https://doi.org/10.1111/flan.12526 DOI: https://doi.org/10.1111/flan.12526

Bellezza, Annamaria (2020) Developing performative competence and teacher artistry: Pedagogical imperative in the multicultural classroom. L2 Journal 12 (3): 23–42. https://doi.org/10.5070/L20046068 DOI: https://doi.org/10.5070/L20046068

Byram, Michael, Melina Porto and Manuela Wagner (2021) Ethical issues in teaching for intercultural citizenship in world/foreign language education. TESOL Quarterly 55 (1): 308–321. https://doi.org/10.1002/tesq.3008 DOI: https://doi.org/10.1002/tesq.3008

Doyé, Peter (1993) Neuere Konzepte der Fremdsprachenerziehung und ihre Bedeutung fur die Schulbuchkritik. In Michael Byram (ed.) Germany: Its Representation in Textbooks for Teaching German in Great Britain, 19–30. Frankfurt am Main: Diesterweg.

Foucault, M. (2002) [1966] The Order of Things Trans. Alan Sheridan. London: Routledge.

Kramsch, Claire (2011) The symbolic dimensions of the intercultural. Language Teaching 44 (3): 354–367. https://doi.org/10.1017/S0261444810000431 DOI: https://doi.org/10.1017/S0261444810000431

Kramsch, Claire (2021) Language as Symbolic Power. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108869386 DOI: https://doi.org/10.1017/9781108869386

Kramsch, Claire and Lihua Zhang (2018) The Multilingual Instructor. Oxford: Oxford University Press.

Pennycook, Alastair (2019) From translanguaging to translingual activism. In Donaldo Macedo (ed.) Decolonizing Foreign Language Education, 169–185. London: Routledge. https://doi.org/10.4324/9780429453113-7 DOI: https://doi.org/10.4324/9780429453113-7

Downloads

Published

2022-08-19

How to Cite

Kramsch, C. (2022). Defining the political in foreign language teaching – A response to the rejoinders. Journal of Applied Linguistics and Professional Practice, 16(3), 403–412. https://doi.org/10.1558/jalpp.21269

Issue

Vol. 16 No. 3 (2019)

Section

Forum Discussion

License

Equinox Publishing Ltd.

Crossref
Scopus
Google Scholar
Europe PMC