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Telling Tales: Changing Discourses
of Identity in the ‘Global’UK…
Telling Tales: Changing Discourses
of Identity in the ‘Global’UK-Published English Language Coursebook
by John Kullman
Dr. John Kullman is a Principal Lecturer in the School of Language Studies and Applied Linguistics at Canterbury Christ Church University.
His main research interests are in intercultural communication, cultural aspects of language learning and teaching and materials, mentoring in different contexts, and course design. His PhD research was on ‘The Social Construction of Learner Identity in the U.K. - Published ELT Coursebook’ (2004).Since 2004 he has supervised students working towards Ph.Ds in cultural issues in language education and intercultural communication.
The English language coursebook is a pedagogical tool but also a cultural
artefact and, in evaluating any cultural artefact, there must be a consideration of the culture within which this artefact is produced and the
prevailing discourses that have shaped it, as well as its own role in influencing current and future discourses.
Activities, tasks, functions and understandings do not exist in isolation; they are part of broader systems of relations in which they have
meaning.
The article explores the stories learners are asked to tell about themselves in global UK-published English language coursebooks written for and used by young adults studying in a multiplicity of contexts.
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DISCOURSES OF IDENTITY
"Discourse" is ‘more than just language use: it is language use, whether in speech or writing, seen as a type of social practice’ (Fairclough, 1992: 8).
Stephenson (2000: 117–18) emphasizes that ‘one way in which individuals strive to make sense of their lives is to try to relate their own story to a broader cultural or historical arrative’.
A key point made by Somers and Gibson (1994: 73) is that these broader narratives are, though, dependent on context: ‘The extent and nature of any given repertoire of narratives available for appropriation is always histor ically and culturally specific’.
The consequence is that ‘narrative structures set certain limits over who we can be’ (Gergen, 1999: 70) and ‘those who cannot identify with the dominant narrative are likely to feel alienated and excluded’ (Stephenson, 2000: 118).
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Allowing learners greater scope for relating the content of their own personalities, lives and lifestyles should be prior for personal identity.
Without a consideration of diwscoursees of individualism, consumerism, the medicalisation of everyday life, it is impossible to more than superficially account for the centrality of the learner.
The global coursebook can be said to certain dominant images and contexts which reflect and promote a certain cultural worldview and set of values.
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PERSONAL CHANGE
In Cutting Edge books, learners are instrcuted to focus on diagrammatic representations of others' life stories and then to relate these to their own lives.
In Speakout Intermediate learners are asked to discuss if their ideas, opinions, hobbies have changed since they were young.
