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"TELLING TALES: CHANGING DISCOURSES OF IDENTITY IN THE '…
"TELLING TALES: CHANGING DISCOURSES OF IDENTITY IN THE 'GLOBAL' UK-PUBLISHED ENGLISH LANGUAGE COURSEBOOK" by JOHN KULLMAN (2013)
DISCOURSES OF IDENTITY
Orders of discourses
Governs the way that a topic can be meaningfully talked about and reasoned about
Influences how ideas are put into practice and used to regulate the conduct of others
The particular configurations of conventionalised practices
Technologization of discourse
A process which involves one discourse community beign colonised by and embedding in its own discourse, the discoursive practices or genres of another, often unwittingly
Discourse is language use seen as a type of social practice
EDUCATION AND DISCOURSES OF IDENTITY
Recontextualisation
subject-matter content is transformed into 'instructional discourse' by the 'regulative discourse' of the institutional context
Instructional discourse
Horizontal discourse
Vertical discourse
Takes a form of coherent. explicit, systematically principled structure, hierarchically organized
Everyday, oral or common sense and has a group of features: local, segemental, context dependent, tacit, multi-layered, often contradictory across context, but not within contexts
GLOBALISING DISCOURSES OF IDENTITY IN ELT
English language teaching materials are never neutral, and indeed represent very particular understandings
the narrative is driven along in an utterly formulaic series of ‘causal chains’
most textbooks are ‘closed’ in that they rely on extreme linearity and conventionality in the presentation of surface images
possible worlds are precluded and conflated, brought into alignment with a prescriptive norm
the content of the English language coursebook is: ‘reframed, reinterpreted, and “rewritten” by students’ counter-discourses’
serve to ‘detach themselves [the students] from the ideology of the textbookand construct for themselves more favorable subjectivities and identities’.
any reading is the product of an interface between the properties of the text and the interpretative resources and practice
the range of potential interpretations will be constrained and delimited according to the nature of the text
Socio-cultural theory
an important role of the language teacher is to attempt to lead the learner towards ownership of the new language
teacher helping individual learners to find their own new voices in the new language,
to mediate between these new voices and their first language voices
Framing
"principles of selection, emphasis and presentation composed of little
tacit theories about what exists, what happens, and what matters"
the focus, a parameter or boundary, for discussing a particular event
describes the process by which a particular news item is presented to the audience
EXPLORING IDENTITY FRAMES AND DISCOURSES OF IDENTITY IN THE UK-PUBLISHED COURSEBOOK
Initial analysis was concerned with determining the overall orientation of the coursebooks
ascertaining if there were noticeable changes in the cultural orientation of coursebooks in the 28 years
Protocols
questions, items, categories, or variables that guide data collection from documents
THE INCREASING CENTRALITY OF THE LEARNER
second stage of analysis
guided by protocols designed to help come to more detailed understanding of how the learner had by the 1990s become a central focus of interest in the coursebook
in what ways are features of personality and personal qualities focused on
in what ways are features of personality and personal qualities focused on
in what ways are features of personality and personal qualities focused on
how are these framed and what are learners asked to do in tasks where these are the focus
between 1971 and 1999 the most noticeable change concerned the ways in which the learner had gradually become more central
the learners’ own lives became the central organising narrative of the coursebook by the end of the 1990s
EXPLAINING CHANGING DISCOURSES OF IDENTITY IN THE UK-PUBLISHDED COURSEBOOK
expressive individualism
defines the person in terms of his capacity to articulate and enact his unique experience, particularly expressions of taste and feeling
the global UK-published coursebook for adult learners at the beginning of the twenty-first century can be said to increasingly ‘reify’ learner narratives and to encourage ‘techniques’ of self-examination and self-evaluation and ‘vocabularies for self-description’
The emphasis on personality and personal qualities in the ‘global’ coursebook bears traces of a discourse of individualism.