The Ongoing Technocultural Production of L1: Current Practices and Future Prospects

Nikolaj Elf, Scott Bulfin, Dimitrios Koutsogiannis

Publikation: Kapitel i bog/rapport/konference-proceedingKapitel i bogForskningpeer review

Abstrakt

From a critical-historical perspective, the subject domain of L1 can clearly be seen as a technocultural construct in at least two ways: (1) its aims and content in whatever period of history are strongly related to contemporaneous technologies enabling reception and production/inscription, and (2) how these technologies, their practices and meanings are related to the economic, social and cultural givens of a particular historical time and place. This technocultural nature of L1 is often forgotten, however, due to the naturalization of the dominant technologies of literacy. The widespread use of digital communications technologies in the last decades, in a destabilized economic and sociocultural milieu, comes to remind us this technocultural nature of the subject of L1. The chapter has three main aims. First, to describe the technocultural nature of L1 as a subject domain, connecting the past with the present, and arguing that the spirit of globalization, or even universalism, tends to frame the content, context and justification of L1 language teaching in the 21th century. This framing continues to be highly contested in a contemporary era organised almost exclusively by standards-based reforms. Second: in a spatial perspective, to focus on how and why globally circulating terms, discourses and heuristics, related to digital media in teaching L1, are used as available global resources or scientific repertoires to design local initiatives in three different educational ecologies: Australia, Denmark and Greece. Emphasis will be given to highlighting how global circulating discourses are not clear-cut scientific inventions but flexible resources that are recontextualized locally in different ways. Indicative examples are drawn from local textbooks, curricula and ethnographic classroom data. Third, to ask a more critical question about how it might be possible to move beyond historical and spatial discourse analyses to ask deeper, critical questions about the ontologies and epistemologies of a technocultural rationale and/or reality in L1 education.
OriginalsprogEngelsk
TitelRethinking L1 Education in a Global Era : Understanding the (Post-)National L1 Subjects in New and Difficult Times
RedaktørerBill Green, Per-Olof Erixon
ForlagSpringer
Publikationsdatonov. 2020
Sider209-234
ISBN (Trykt)978-3-030-55997-7
DOI
StatusUdgivet - nov. 2020
NavnEducational Linguistics
Vol/bind48
ISSN1572-0292

Bibliografisk note

Proposal for chapter accepted. Deadline for submission of chapter November 2018.

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