Call Me “Madame”: Re‐Presenting Culture in the French Language Classroom
Identifieur interne : 000509 ( Main/Exploration ); précédent : 000508; suivant : 000510Call Me “Madame”: Re‐Presenting Culture in the French Language Classroom
Auteurs : H. Jay SiskinSource :
- Foreign Language Annals [ 0015-718X ] ; 2007-03.
English descriptors
- Teeft :
- American teachers, Autobiography, Belief system, Belief systems, Biographical perspective, Cambridge university press, Cardinal richelieu, Career experiences, Career stories, Career story, Cartesian elixir, Charge daffaires, Chicago press, Classroom practices, Critical understanding, Cultural acquisition, Cultural capital, Cultural difference, Cultural intake, Cultural values, Defense mechanisms, Educational researchel, Foreign language, Foreign language annals, Francais, French ambassador, French aura, French culture, French language, French language teaching, French mistake, French mistakes, French review, French teachers, Hong kong, Indefinite article, Institutional context, Japanese language classroom, Kaplan, Language myths, Language study, Language teacher, Language teacher education, Language teachers, Langue, Linguistic prescriptivism, Magic formula, Modern language journal, National identity, National textbook, Other hand, Oxford university press, Part dictionary, Part mother, Part policeman, Pedagogical implications, Personal transformation, Possible selves, Professional development, Second language, Second language acquisition, Social order, Sociocultural theory, Stories teachers, Symbolic power, Target culture, Teacher behavior, Teacher behaviors, Teacher cognition, Teacher education, University press.
Abstract
Abstract: This study examines autobiographies of American teachers of French in order to make explicit their beliefs regarding French language and culture. The themes of class and power are prominent in these teachers' belief systems, as is the desire for self‐transformation through mastery of French and miming a subset of French behaviors. These notions can be transformed into student expectations and outcomes. Such beliefs originate in mythologies surrounding the French language, in particular, the existence of le français correct2 and its symbolic role as a signifier of national identity and community affiliation. In light of these beliefs and practices, instructors are urged to examine their assumptions about language and culture and reflect on the importance of developing critical distance‐a privileged space between outsider and insider.
Url:
DOI: 10.1111/j.1944-9720.2007.tb02852.x
Affiliations:
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Jay Siskin</name><affiliation><wicri:noCountry code="no comma">Cabrillo College</wicri:noCountry></affiliation></author></analytic><monogr></monogr><series><title level="j" type="main">Foreign Language Annals</title><title level="j" type="alt">FOREIGN LANGUAGE ANNALS</title><idno type="ISSN">0015-718X</idno><idno type="eISSN">1944-9720</idno><imprint><biblScope unit="vol">40</biblScope><biblScope unit="issue">1</biblScope><biblScope unit="page" from="27">27</biblScope><biblScope unit="page" to="42">42</biblScope><biblScope unit="page-count">16</biblScope><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><date type="published" when="2007-03">2007-03</date></imprint><idno type="ISSN">0015-718X</idno></series></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0015-718X</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="Teeft" xml:lang="en"><term>American teachers</term><term>Autobiography</term><term>Belief system</term><term>Belief systems</term><term>Biographical perspective</term><term>Cambridge university press</term><term>Cardinal richelieu</term><term>Career experiences</term><term>Career stories</term><term>Career story</term><term>Cartesian elixir</term><term>Charge daffaires</term><term>Chicago press</term><term>Classroom practices</term><term>Critical understanding</term><term>Cultural acquisition</term><term>Cultural capital</term><term>Cultural difference</term><term>Cultural intake</term><term>Cultural values</term><term>Defense mechanisms</term><term>Educational researchel</term><term>Foreign language</term><term>Foreign language annals</term><term>Francais</term><term>French ambassador</term><term>French aura</term><term>French culture</term><term>French language</term><term>French language teaching</term><term>French mistake</term><term>French mistakes</term><term>French review</term><term>French teachers</term><term>Hong kong</term><term>Indefinite article</term><term>Institutional context</term><term>Japanese language classroom</term><term>Kaplan</term><term>Language myths</term><term>Language study</term><term>Language teacher</term><term>Language teacher education</term><term>Language teachers</term><term>Langue</term><term>Linguistic prescriptivism</term><term>Magic formula</term><term>Modern language journal</term><term>National identity</term><term>National textbook</term><term>Other hand</term><term>Oxford university press</term><term>Part dictionary</term><term>Part mother</term><term>Part policeman</term><term>Pedagogical implications</term><term>Personal transformation</term><term>Possible selves</term><term>Professional development</term><term>Second language</term><term>Second language acquisition</term><term>Social order</term><term>Sociocultural theory</term><term>Stories teachers</term><term>Symbolic power</term><term>Target culture</term><term>Teacher behavior</term><term>Teacher behaviors</term><term>Teacher cognition</term><term>Teacher education</term><term>University press</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Abstract: This study examines autobiographies of American teachers of French in order to make explicit their beliefs regarding French language and culture. The themes of class and power are prominent in these teachers' belief systems, as is the desire for self‐transformation through mastery of French and miming a subset of French behaviors. These notions can be transformed into student expectations and outcomes. Such beliefs originate in mythologies surrounding the French language, in particular, the existence of le français correct2 and its symbolic role as a signifier of national identity and community affiliation. In light of these beliefs and practices, instructors are urged to examine their assumptions about language and culture and reflect on the importance of developing critical distance‐a privileged space between outsider and insider.</div></front></TEI><affiliations><list></list><tree><noCountry><name sortKey="Siskin, H Jay" sort="Siskin, H Jay" uniqKey="Siskin H" first="H. Jay" last="Siskin">H. Jay Siskin</name></noCountry></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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