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Cultural Globalization and Language Education, by B. Kumaravadivelu
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We live in a globalized and globalizing world that is marked by the twin processes of economic globalization and cultural globalization. In this thought-provoking book, Kumaravadivelu explores the impact of cultural globalization on second- and foreign-language education.
Kumaravadivelu examines in detail how the cultural component of second- and foreign-language education has been informed by the Western notions of cultural assimilation, cultural pluralism, and cultural hybridity. Drawing insights from international and interdisciplinary sources, he argues that they have only a limited and limiting relevance to language education in the era of cultural globalization.
Grounded in Western as well as non-Western perspectives, and written in an easily accessible style that combines personal narrative and academic genre, this book is indispensable for graduate students, practicing teachers, teacher educators, researchers, and others who are interested in exploring the complexity of cultural globalization and language education.
- Sales Rank: #947722 in Books
- Published on: 2007-08-28
- Original language: English
- Number of items: 1
- Dimensions: 9.25" h x .59" w x 6.13" l, .89 pounds
- Binding: Paperback
- 288 pages
Review
"[T]his volume is a must read for serious language instructors who aspire to give their students better tools with which to understand the increasingly globalized world in which we live."—Rosemary Sands, The NECTFL Review (Rosemary Sands The NECTFL Review)
About the Author
B. Kumaravadivelu is professor of Applied Linguistics and TESOL at San José State University. His previous book, Beyond Methods: Macrostrategies for Language Teaching, was published by Yale University Press in 2002.
Most helpful customer reviews
8 of 9 people found the following review helpful.
A welcome move towards greater cultural understanding in a global society
By Timothy N. Mossman
We live in world of increasing globalization, the effects of which are creating fundamental changes in the way we live and come to construct our identities. The Kenneth W. Mildenberger prize winning Cultural Globalization and Language Education by B. Kumaravadivelu is a timely and welcome addition to the scholarly literature examining the impact of cultural globalization on language education in the twenty-first century. Drawing from multiple disciplines, Kumaravadivelu highlights the critical limitations of the three Western cultural concepts of assimilation, pluralism, and hybridity that have so far informed the cultural component of foreign language education, arguing that they have "a limited and limiting relevance" to language education due to increasing cultural globalization.
Cultural Globalization and Language Education challenges long held assumptions about the role of culture in language teaching. Although written for a wide audience, the book will especially resonate with graduate students, language teachers, and researchers. In an era in which the forces of globalization push and pull in ways that can make the construction of self-identity difficult, Kumaravadivelu's call to develop "global cultural consciousness" in learners grounded in the notion of cultural realism is a welcome move towards greater cultural understanding in a global society. A must read!
3 of 3 people found the following review helpful.
How should language education treat culture?
By Alan Broomhead
The idea that language teaching should include a cultural element is well established. Typically, it has involved teaching learners about the cultural practices and institutions of the 'target culture,' such as holidays and festivals, gift-giving routines, and important places and buildings in the country where the language is spoken. Kumaravadivelu's argument is essentially that the way language education has handled culture is inadequate, and should be replaced by practices that develop in learners what he calls a global cultural consciousness.
Kumaravadivelu's critique of culture in language education centers on the essentializing of cultures, that is, seeing them as fixed, static, and separate entities. The characterization of Asian students by many in the ESL profession as passive and uncritical is an example, as is Robert Kaplan's popular categorization of rhetorical styles in various cultures, that portrays thinking in English as a straight line and the thinking of other cultures as (for example) zig-zagging or circular. Such views betray a nativism in the thinking of English speakers in the U.S., reflecting a wider societal nativism discernible in notions of cultural assimilation and the English-only movement. Cultural pluralism, or multiculturalism, was a step forward in recognizing the value of different cultures, but failed to address the inequalities between mainstream and minority communities. Cultural hybridity rejected essentialism and opened up the possibility of multiple cultures in one person, but notions such as Kramsch's 'third place' carried the risk of diluting one's identity.
For Kumaravadivelu, the way forward is cultural realism, a combination of a postmodern, constructivist view of identity formation and the recognition that in the 21st century identities are formed in the midst of global, national, societal, and individual contexts. Language teaching should recognize that cultural learning is not simply the receiving of information, but the transformation of one's identity and consciousness; teachers should therefore help learners construct their cultural identities and develop a global cultural consciousness that reflects the shifting and dynamic nature of the global reality that learners occupy.
These are heady ideas, and for many educators they may be too far removed from the realities of daily teaching to be practicable, in spite of Kumaravadivelu's including a complete unit of work to illustrate how they might be realized in the classroom. It also seems doubtful that students in an ESL program in the U.S.,told that they were about to develop their 'global cultural consciousness,' would embrace that as a goal. Nonetheless, it is hard to deny the dynamic cultural reality that Kumaravadivelu describes; and the constructivist approach to identity which suggests that many learners will need to 'grow into' that global cultural consciousness is quite persuasive. This book covers a huge amount of ground for its size, and for anyone who wants to engage with big-picture thinking, it gives plenty of food for thought.
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