人格教育学":在英语教学领域成为更好的人

IF 1.1 0 LANGUAGE & LINGUISTICS
Andrea Sunyol, Peter Browning
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引用次数: 0

摘要

本文探讨了英语教学空间如何成为 "人格教育学 "的场所:在这里,理想的人格形式得以传播、教授和学习。我们从人种学的角度阐述了哥伦比亚里奥尼亚格罗市的英语教学项目和加泰罗尼亚巴塞罗那附近一所精英国际学校的英语课堂所产生的瞬间。我们探讨了教师、学生和学校管理者调动起来的美化个性特征的论述,这些个性特征应使学生成为 "优秀的社区成员"、"优秀的公民",并反思了语言学习空间被想象为对学习者个性产生影响的方式。我们认为,不一定是在语言学习空间中获得的英语能力或说英语的行为本身会自动触发 "更好 "人格的形成。相反,我们认为,我们的人种学数据表明,语言课程提供了构建、传播和规范道德价值观的空间,这些价值观与理想化的主体性形式和理想的存在形式相关联。通过景观和课堂互动流传的话语表明,在英语语言学习空间中的单纯行为是如何提高学生对道德义务的认识,使其成为更好、更负责任的个人的。我们将重点放在 "良好人格 "是如何从每个空间的教学轨迹中获得信息的,从而超越了新自由主义的自我计划,从而为批判性社会语言学研究做出了重要贡献。道德化的天主教话语、价值观和意识形态,以及更广泛的人文主义教育话语,为这些空间中的人格和人格发展提供了信息。因此,我们呼吁慢速社会语言学,在寻求新自由主义的解释力之前先停下来,为我们研究地点复杂的、历史沉淀的逻辑留出空间。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The “pedagogy of personality”: becoming better people in the English language teaching and learning space
This paper interrogates how English language teaching and learning spaces become a locus for a “pedagogy of personality”: spaces where ideal forms of personhood can be transmitted, taught and learned. We draw on ethnographic accounts of moments produced in a municipal English language teaching programme in Rionegro, Colombia, and in the English language class of an elite international school near Barcelona, in Catalonia. We explore discourses mobilised by teachers, students, and school administrators that glorify personality traits that should enable students to become “good community members”, “good citizens” and to reflect on the ways in which language learning spaces are imagined to have an effect on learners’ personalities. We claim that it is not necessarily the English competence acquired in these spaces, or the act of speaking English itself, which is imagined as automatically triggering the enactment of ‘better’ forms of personality. Rather, we believe that our ethnographic data point to the fact that language curricula provide the space to construct, spread and normalise moral values which are associated to idealised forms of subjectivity, and desired forms of being. The discourses circulated through landscapes and classroom interactions show how the mere act of being in an English language learning space is expected to raise students’ awareness of the moral duty to become better, more responsible individuals. We make a key contribution to critical sociolinguistic research by placing a focus on how “good personality” is informed by the pedagogic trajectories of each space, beyond neoliberal projects of self. Moralising catholic discourses, values and ideologies, and broader humanist educational discourses inform ideas about personality and personality development in these spaces. Thus, we call for a slower sociolinguistics, that takes pause before reaching for the explanatory power of neoliberalism and makes room for the complex, historically sedimented logics of our research sites.
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来源期刊
International Journal of the Sociology of Language
International Journal of the Sociology of Language Arts and Humanities-Language and Linguistics
CiteScore
2.30
自引率
0.00%
发文量
66
期刊介绍: The International Journal of the Sociology of Language (IJSL) is dedicated to the development of the sociology of language as a truly international and interdisciplinary field in which various approaches – theoretical and empirical – supplement and complement each other, contributing thereby to the growth of language-related knowledge, applications, values and sensitivities. Five of the journal''s annual issues are topically focused, all of the articles in such issues being commissioned in advance, after acceptance of proposals. One annual issue is reserved for single articles on the sociology of language. Selected issues throughout the year also feature a contribution on small languages and small language communities.
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