Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Objectives
Impact
How do students imagined communities of English impact their language learning?
Pedagogical Implications
REASSESS
Ask yourself: Do I perpetuation students idealizations? Assess whether your textbooks create or perpetuate imagined communities of English
REXAMINE
Use assessment and feedback tools to gauge from our learners what their imagined communities are and what their idealizations might be.
RECREATE
Give learners the opportunity to be come self-aware and the ability to see why they are investing or not in the language with critical analysis tools.
References
Images:
http://25.media.tumblr.com/tumblr_m91i 08aco31qcglluo1_1280.jpg http://img0.etsystatic.com/il_fullxfull.406 70810.jpg http://www.webdesigncore.com/wpcontent/uploads/2009/11/silhouette_11.j pg http://wwwdelivery.superstock.com/WI /223/1589/PreviewComp/SuperStock_15 89R-35558.jpg http://www.debito.org/?p=1994
Sources:
Hornberger, N. H., & McKay, S. L. (Eds). (2010) Sociolinguistics and language education. Bristol: Multilingual Matters Liu, Pei-Hsun Emma, and Tannacito, Dan J (2013). Resistance by L2 writers: The role of racial and language ideology in imagined community and identity investment. Journal of Second Language Writing, 22, 355 373. doi: http://dx.doi.org/10.1016/j.jslw.2013.05.001