The concept of``foreignness''in United States secondary language curricula: A critical philosophical analysis

Abstract:

Though considerable demographic evidence has indicated that linguistic diversity in the United States is rapidly increasing, foreign language education has not appreciably changed. Defining what constitutes" foreignness" may have educational impact and disguise structural manifestations of hegemony. By utilizing two forms of philosophical analysis, this study explores the yet unexamined sociological context of curriculum and power in foreign language education. Employing conceptual analysis, informed by critical pedagogy, this study provides a philosophic treatment of" foreignness" as used in the context of secondary language curricula. Data used to conduct this critical philosophical analysis were drawn from state curriculum guides, approved textbook lists, textbooks, local curricula, and national standards and reports. The ideological implications of the constructed exemplar are discussed, specifically in …

Año de publicación:

1998

Keywords:

Fuente:

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