This volume focuses (self-)critically on sloganization as an emergent phenomenon in language education discourse. Motivated by an increasing uneasiness with a number of widespread concepts in current language education research that have become sloganized, this volume comprises a collection of chapters by international scholars that scrutinize the discourse of language education, identify popular slogans and reconstruct the sloganization processes. It promotes critical self-reflection of scholars and professionals in the field of language education – a field that has widely been dominated by the need to develop innovative approaches and practices, at the expense of self-critical work that attempts to situate the field and its approaches within wider historical, cultural and conceptual contexts.
Table of Content
Chapter 1. Barbara Schmenk and Stephan Breidbach and Lutz Küster: Sloganization in Language Education Discourse. Introduction.
Chapter 2. David Gramling: We Innovators
Chapter 3. Dietmar Rösler: The Only Turn Worth Watching in the 20th Century is Tina Turner’s: How the Sloganization of Foreign Language Research can Impede the Furthering of Knowledge and Make Life Difficult For Practitioners
Chapter 4. Gerhard Bach: Slo(w)ganization. Against the Constant Need for Re-Inventing the Discourse on Language Education: The Case of ‘Multiple Intelligences’
Chapter 5. Britta Viebrock: Just Another Prefix? From Inter- to Transcultural Foreign Language Learning and Beyond
Chapter 6. John Plews: On Common ‘Exposure’ and Expert ‘Input’ in Second Language Education and Study Abroad
Chapter 7. David Block: What on Earth is ‘Language Commodification’?
Chapter 8. Aneta Pavlenko: Superdiversity and Why it Isn’t: Reflections on Terminological Innovation and Academic Branding
Chapter 9. Barbara Schmenk and Stephan Breidbach and Lutz Küster: Sloganization – Just Another Slogan?
About the author
Lutz Küster is Professor of Romance Languages and Literatures/Teaching Methodology, Humboldt-Universität zu Berlin, Germany.
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