Chapelle, Carol A. 1955-
Teaching Culture in Introductory Foreign Language Textbooks / Carol A. Chapelle. - 1st ed. - London : Palgrave Macmillan, 2016. - xxii, 263 p. : b/w and col. ills. ; 22 cm. - Social Sciences .
Includes index and an appendix with English translations for French Texts.
Bibliographical references are included at the end of each chapter. Carol A. Chapelle is Distinguished Professor of Liberal Arts and Sciences at Iowa State University. She is editor of the Encyclopedia of Applied Linguistics (2013), co-editor of the Cambridge Applied Linguistics Series, past president of the American Association for Applied Linguistics, and former editor of TESOL Quarterly.
Chapter 1. The Significance of Culture in Language Teaching 1. Why Study the Presentation of Culture in Textbooks? 1.1 Culture Teaching Goals in Foreign Language Teaching -- 1.2 The Need to Improve Culture Teaching -- 1.3 The Role of Language Textbook Analysis -- 1.3.1 Textbooks Are Commercially Situated -- 1.3.2 Textbook Analysis Encompasses Analysis of Meaning in the Textbooks -- 1.3.3 Textbook Analysis is Interdisciplinary -- 1.3.4 There Is a Need for More Textbook Analysis 2. Cultural Narrative and Politics
2.1 Defining the Target Competence 2.2 Research on Students' Developmental Needs 2.3 Social Impact 3. Textbook Analysis as Inquiry
3.1 Cultural and Historical Grounding -- 3.2 Practical and Theoretical Relevance -- 3.3 Methodological Credibility -- 3.4 The Current Study 4. Conclusion References Chapter 2. Québec's Cultural Narrative and French Textbooks 1. Québec's Language Politics as Content 2. Québec's National Cultural Narrative
2.1 Before the 1960's: French from the Time of Colonization -- 2.2 The 1960s: The Quiet Revolution -- 2.3 The 1970s: The Charter of the French Language -- 2.4 The 1980s: The First Sovereignty Referendum -- 2.5 The 1990s: The Second Sovereignty Referendum -- 2.6 The 2000s: Continued Expanded Global Presence -- 2.7 Enduring Themes 3. Québec's Cultural Narrative and French Textbooks 4. Methodology
4.1 Population and Sampling Plan -- 4.2 Types of Content -- 4.3 Procedures for Analysis 5. Quantity of Canadian and Québec Images
5.1 The Number of Images by Decade -- 5.2 Variation in Images Across Textbooks by Decade 6. Quantity of Written Text
6.1 The Number of Instances of Textual Content -- 6.2 Variation in Instances of Textual Content Across Textbooks 7. Conclusion References Chapter 3. Québec Content in Text 1. Conceptualizing Content and Language Integration
1.1 Content in the Texts of Beginning-Level Textbooks -- 1.2 Text as Genre 2. Cultural Narrative
2.1 Identifying and Coding Canadian and Québec Content -- 2.2 Screening the Content for Cultural Narrative -- 2.3 Counting of Textbooks with Québec Cultural Narrative 3. Genres of Texts
3.1 Genres and Québec Cultural Narrative -- 3.2 Genres in Language Learning -- 3.3 Genre Analysis of Cultural Narrative in Textbooks 4. Language 4.1 The Language of History Genres 4.2 The Language of Conversation Genres
4.2.1 Interlocutors of Unknown Origin and Knowledge -- 4.2.2 Dialogues with a Québecois(e) Interlocutor -- 4.2.3 Summary of Cultural Narrative in Casual Conversation -- 4.2.4 Casual vs. Pragmatic Conversation 4.3 Other Genres 5. Conclusion References Chapter 4. Québec Content in Images 1. Why Study Images? 2. Theoretical Approach 3. Qualitative Analysis of Image Content 4. People in Images 4.1 The 1970s
4.1.1 Ideational Analysis: Identity and Activity -- 4.1.2 Interpersonal Analysis: Proximity 4.2 The 1980s
4.2.1 Ideational Analysis: Identity and Activity -- 4.2.2 Interpersonal Analysis: Proximity 4.3 The 1990s
4.3.1 Ideational Analysis: Identity and Activity -- 4.3.2 Interpersonal Analysis: Proximity 4.4 The 2000s
4.4.1 Ideational Analysis: Identity and Activity -- 4.4.2 Interpersonal Analysis: Proximity 4.5 Summary of People in Images 5. Places: Cityscapes and Landscapes
5.1 The 1970s -- 5.2 The 1980s -- 5.3 The 1990s -- 5.4 The 2000s -- 5.5 Summary of Places in Images 6. Images for Multimodal Meaning Making: A Closer Look
6.1 The 1970s: Parole et Pensée -- 6.2 The 1980s: Son et Sens -- 6.3 Paroles in the 2000s -- 6.4 Summary: Images in Multimodal Meaning Making 7. Conclusion References Chapter 5. A Closer Look at Language Politics 1. Images with Political Messages
1.1 The 1960s and 1970s -- 1.2 The 1980s -- 1.3 The 1990s -- 1.4 The 2000s -- 1.5 Summary of Images with Political Cultural Narrative 2. Politics in Text and Image: Case Studies
2.1 The 1960s Case: Beginning French: A Cultural Approach -- 2.2 The 1970s Case: French: Language and Life Styles -- 2.3 The 1980s Case: Rendez-vous: An invitation to French -- 2.4 The 1990s Case: Rapports: Language, Culture, Communication -- 2.5 The 2000s Case: Mais oui! -- 2.6 Summary 3. Conclusion References Chapter 6. Strengthening Cultural Content in First-Year Textbooks 1. Implications for Teaching 1.1 Findings: Québec's Cultural Narrative in Textbooks
1.1.1 Increases in Canadian and Québec Content -- 1.1.2 Cultural Narrative at the Beginning Level -- 1.1.3 Limitations in Past Work -- 1.1.4 Contributions from Canadian Studies and Québec Studies -- 1.1.5 Guidance from Social-Semiotic Theory -- 1.1.6 Reconceptualizing Politics in French Textbooks -- 1.1.7 Summary 1.2 Suggestions for Teaching Cultural Narrative 1.2.1 Cultural Narrative -- 1.2.2 The Role of Existing Textbooks -- 1.2.3 Extending Beyond Existing Textbooks -- 1.2.4 Area Studies -- 1.2.5 Social-Semiotic Analysis -- 1.2.6 The Role of Politics 1.3 Theorizing Materials Development as Meaning Making 2. The Challenge 3. Implications for Textbook Analysis
3.1 Cultural and Historical Grounding -- 3.2 Theoretical and Practical Relevance -- 3.3 Methodological Credibility 4. Conclusion References Appendix: English Translation for French Texts Index
"This book demonstrates how foreign language textbook analysis can inform future materials development to improve foreign language teaching. Through chronological analysis of French textbooks in the United States, this book explores the representations of Canada and Quebec in French beginner textbooks produced from 1960 to 2010. Chapelle couples a large collection of 65 textbooks with a social-semiotic qualitative analysis of the genres, language and images that communicate Quebec's cultural narrative to learners. Findings about the amount and type of content are presented by decade to track the trends in foreign language teaching and changes in Quebec’s representation. Particular attention is given to how language politics is presented to students through text and images. This book will be of interest to scholars of Canadian Studies, Quebec Studies and Second Language Acquisition, as well as foreign language materials developers." (Book Cover)
This book will be of interest to scholars of Canadian Studies, Quebec Studies and Second Language Acquisition, as well as foreign language materials developers.
9781137495983 (hbk)
Cultural studies.
Language and languages--Study and teaching.
Langage et langues--Étude et enseignement.
Linguistics.
Linguistique.
Romance languages.
Langues romanes.
Teaching.
Language Education.
Language Teaching.
Linguistics, general.
Romance Languages.
Teaching and Teacher Education.
Teaching Culture in Introductory Foreign Language Textbooks / Carol A. Chapelle. - 1st ed. - London : Palgrave Macmillan, 2016. - xxii, 263 p. : b/w and col. ills. ; 22 cm. - Social Sciences .
Includes index and an appendix with English translations for French Texts.
Bibliographical references are included at the end of each chapter. Carol A. Chapelle is Distinguished Professor of Liberal Arts and Sciences at Iowa State University. She is editor of the Encyclopedia of Applied Linguistics (2013), co-editor of the Cambridge Applied Linguistics Series, past president of the American Association for Applied Linguistics, and former editor of TESOL Quarterly.
Chapter 1. The Significance of Culture in Language Teaching 1. Why Study the Presentation of Culture in Textbooks? 1.1 Culture Teaching Goals in Foreign Language Teaching -- 1.2 The Need to Improve Culture Teaching -- 1.3 The Role of Language Textbook Analysis -- 1.3.1 Textbooks Are Commercially Situated -- 1.3.2 Textbook Analysis Encompasses Analysis of Meaning in the Textbooks -- 1.3.3 Textbook Analysis is Interdisciplinary -- 1.3.4 There Is a Need for More Textbook Analysis 2. Cultural Narrative and Politics
2.1 Defining the Target Competence 2.2 Research on Students' Developmental Needs 2.3 Social Impact 3. Textbook Analysis as Inquiry
3.1 Cultural and Historical Grounding -- 3.2 Practical and Theoretical Relevance -- 3.3 Methodological Credibility -- 3.4 The Current Study 4. Conclusion References Chapter 2. Québec's Cultural Narrative and French Textbooks 1. Québec's Language Politics as Content 2. Québec's National Cultural Narrative
2.1 Before the 1960's: French from the Time of Colonization -- 2.2 The 1960s: The Quiet Revolution -- 2.3 The 1970s: The Charter of the French Language -- 2.4 The 1980s: The First Sovereignty Referendum -- 2.5 The 1990s: The Second Sovereignty Referendum -- 2.6 The 2000s: Continued Expanded Global Presence -- 2.7 Enduring Themes 3. Québec's Cultural Narrative and French Textbooks 4. Methodology
4.1 Population and Sampling Plan -- 4.2 Types of Content -- 4.3 Procedures for Analysis 5. Quantity of Canadian and Québec Images
5.1 The Number of Images by Decade -- 5.2 Variation in Images Across Textbooks by Decade 6. Quantity of Written Text
6.1 The Number of Instances of Textual Content -- 6.2 Variation in Instances of Textual Content Across Textbooks 7. Conclusion References Chapter 3. Québec Content in Text 1. Conceptualizing Content and Language Integration
1.1 Content in the Texts of Beginning-Level Textbooks -- 1.2 Text as Genre 2. Cultural Narrative
2.1 Identifying and Coding Canadian and Québec Content -- 2.2 Screening the Content for Cultural Narrative -- 2.3 Counting of Textbooks with Québec Cultural Narrative 3. Genres of Texts
3.1 Genres and Québec Cultural Narrative -- 3.2 Genres in Language Learning -- 3.3 Genre Analysis of Cultural Narrative in Textbooks 4. Language 4.1 The Language of History Genres 4.2 The Language of Conversation Genres
4.2.1 Interlocutors of Unknown Origin and Knowledge -- 4.2.2 Dialogues with a Québecois(e) Interlocutor -- 4.2.3 Summary of Cultural Narrative in Casual Conversation -- 4.2.4 Casual vs. Pragmatic Conversation 4.3 Other Genres 5. Conclusion References Chapter 4. Québec Content in Images 1. Why Study Images? 2. Theoretical Approach 3. Qualitative Analysis of Image Content 4. People in Images 4.1 The 1970s
4.1.1 Ideational Analysis: Identity and Activity -- 4.1.2 Interpersonal Analysis: Proximity 4.2 The 1980s
4.2.1 Ideational Analysis: Identity and Activity -- 4.2.2 Interpersonal Analysis: Proximity 4.3 The 1990s
4.3.1 Ideational Analysis: Identity and Activity -- 4.3.2 Interpersonal Analysis: Proximity 4.4 The 2000s
4.4.1 Ideational Analysis: Identity and Activity -- 4.4.2 Interpersonal Analysis: Proximity 4.5 Summary of People in Images 5. Places: Cityscapes and Landscapes
5.1 The 1970s -- 5.2 The 1980s -- 5.3 The 1990s -- 5.4 The 2000s -- 5.5 Summary of Places in Images 6. Images for Multimodal Meaning Making: A Closer Look
6.1 The 1970s: Parole et Pensée -- 6.2 The 1980s: Son et Sens -- 6.3 Paroles in the 2000s -- 6.4 Summary: Images in Multimodal Meaning Making 7. Conclusion References Chapter 5. A Closer Look at Language Politics 1. Images with Political Messages
1.1 The 1960s and 1970s -- 1.2 The 1980s -- 1.3 The 1990s -- 1.4 The 2000s -- 1.5 Summary of Images with Political Cultural Narrative 2. Politics in Text and Image: Case Studies
2.1 The 1960s Case: Beginning French: A Cultural Approach -- 2.2 The 1970s Case: French: Language and Life Styles -- 2.3 The 1980s Case: Rendez-vous: An invitation to French -- 2.4 The 1990s Case: Rapports: Language, Culture, Communication -- 2.5 The 2000s Case: Mais oui! -- 2.6 Summary 3. Conclusion References Chapter 6. Strengthening Cultural Content in First-Year Textbooks 1. Implications for Teaching 1.1 Findings: Québec's Cultural Narrative in Textbooks
1.1.1 Increases in Canadian and Québec Content -- 1.1.2 Cultural Narrative at the Beginning Level -- 1.1.3 Limitations in Past Work -- 1.1.4 Contributions from Canadian Studies and Québec Studies -- 1.1.5 Guidance from Social-Semiotic Theory -- 1.1.6 Reconceptualizing Politics in French Textbooks -- 1.1.7 Summary 1.2 Suggestions for Teaching Cultural Narrative 1.2.1 Cultural Narrative -- 1.2.2 The Role of Existing Textbooks -- 1.2.3 Extending Beyond Existing Textbooks -- 1.2.4 Area Studies -- 1.2.5 Social-Semiotic Analysis -- 1.2.6 The Role of Politics 1.3 Theorizing Materials Development as Meaning Making 2. The Challenge 3. Implications for Textbook Analysis
3.1 Cultural and Historical Grounding -- 3.2 Theoretical and Practical Relevance -- 3.3 Methodological Credibility 4. Conclusion References Appendix: English Translation for French Texts Index
"This book demonstrates how foreign language textbook analysis can inform future materials development to improve foreign language teaching. Through chronological analysis of French textbooks in the United States, this book explores the representations of Canada and Quebec in French beginner textbooks produced from 1960 to 2010. Chapelle couples a large collection of 65 textbooks with a social-semiotic qualitative analysis of the genres, language and images that communicate Quebec's cultural narrative to learners. Findings about the amount and type of content are presented by decade to track the trends in foreign language teaching and changes in Quebec’s representation. Particular attention is given to how language politics is presented to students through text and images. This book will be of interest to scholars of Canadian Studies, Quebec Studies and Second Language Acquisition, as well as foreign language materials developers." (Book Cover)
This book will be of interest to scholars of Canadian Studies, Quebec Studies and Second Language Acquisition, as well as foreign language materials developers.
9781137495983 (hbk)
Cultural studies.
Language and languages--Study and teaching.
Langage et langues--Étude et enseignement.
Linguistics.
Linguistique.
Romance languages.
Langues romanes.
Teaching.
Language Education.
Language Teaching.
Linguistics, general.
Romance Languages.
Teaching and Teacher Education.