Affiliation:
1. University of Waikato
2. University of Queensland
Abstract
Abstract
In this article, we question the presumed presence of the textbook as sine qua non in languages
education. Contextualising our discussion within Spanish as a foreign language (SFL) in higher education, we illuminate the overlapping
ideological, historical and economic forces that frame and shape language practice through textbooks. In a field in which decolonial and
poststructuralist approaches to language and languages education are gaining traction, the textbook thwarts theoretical and practical
complexification of language beyond monolingual depictions of languages as ahistorical and context-free systems which unproblematically
transport meaning across time and space. Furthermore, the status of the textbook as a producible and consumable item cannot be overlooked. On
the basis of our critique, we conclude that the use of textbooks generates serious tensions in practice for those wishing to pursue
emergent, emancipatory linguistic frameworks in languages education.
Publisher
John Benjamins Publishing Company
Subject
General Earth and Planetary Sciences,General Environmental Science
Cited by
3 articles.
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