{"title":"Conceptualizing culture critically: Examining perspectives from additional language teachers","authors":"Marika Kunnas, Mimi Masson, Shawna M. Carroll","doi":"10.1111/flan.12792","DOIUrl":null,"url":null,"abstract":"<p>This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers (<i>n</i> = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti-biased, antiracist (ABAR) framework, data were thematically analyzed from an intercultural and ABAR perspective. Results show that FSL teachers have a strong, nuanced, and highly diverse understanding of culture, they all believed that language and culture are interrelated (to varying degrees), and most thought that students' cultures should be integrated into FSL classes to improve students' experiences and language learning. FSL teachers' conceptions of language and culture also revealed a need to develop critical orientations in teacher preparation and learning.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"182-205"},"PeriodicalIF":1.5000,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12792","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Foreign Language Annals","FirstCategoryId":"98","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/flan.12792","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers (n = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti-biased, antiracist (ABAR) framework, data were thematically analyzed from an intercultural and ABAR perspective. Results show that FSL teachers have a strong, nuanced, and highly diverse understanding of culture, they all believed that language and culture are interrelated (to varying degrees), and most thought that students' cultures should be integrated into FSL classes to improve students' experiences and language learning. FSL teachers' conceptions of language and culture also revealed a need to develop critical orientations in teacher preparation and learning.
期刊介绍：
Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.
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