(AAUSC)Coordinators,American Association and Directors of University of Foreign Supervisors, Language Programs SeriesA IssuesSeries Editor inof LanguageAnnual Volumes Program Direction Redefining the ManagingSallyCharles Sieloff J.Editor James,Magnan, University University of ofWisconsinMadison WisconsinMadison BoundariesLanguage of Study DavidEditorialVirginia I? Benseler, Board Benmaman, Case CollegeWestern ofReserve Charleston University CarolCharlesDianeTheodoreYukiko A.W Hancock, Klee,Birckbichler, Hatasa, V Higgs,University OhioPurdue San OhioState UniversityofDiego MinnesotaStateUniversity State University University EditorClaire Kramsch JudithJohn ClaireE E. TimothyLalande Liskin-Gasparro, Kramsch, II,Light, University University Western University of Michigan ofIllinois CaliforniaBerkeley of Iowa University JayAliceJudith Siskin,BenjaminWilga Omaggio Muyskens, Brandeis M Rifkin, Rivers, Hadley, University University Harvard University of University ofCincinnati ofWisconsinMadison Illinois JoelMaryAlbert C.Richard Walz, Wildner-Bassett, Valdman, V University Teschner, Indiana ofUniversity GeorgiaUniversity of TexasArizona at El Paso submission.SeeThisStyle pages publication for 341-347the AAUSC follows in this Series the volume Chicago for Manual of Styledetails (Reference about preparing Style B). articles for AnHeinleBoston, International & Heinle Massachusetts Publishers Thomson 02116, Publishing Company U.S.A. AcknowkdgmentsContentsClaireIntroduction: Kramsch Making the Invisible Visible vii ix WakingMarkTheI. Theoretical Metamorphosis WebberUp to Theory Boundaries of the Foreign Language Director, or: 3 LindaPsychoanalytic,Subjects-in-Process:II. Educational M von Hoene Feminist, Revisioning Boundaries and Postcolonial TA Development Theory Through 39 RichardRedefiningHung-ninPoetics Kern to the Pedagogy: Samuel Boundaries Cheung The of Imagistic Foreign PowerLanguage of Language Literacy 9961 andmechanical,beCopyright reproduced retrieval © including system,1995 or transmitted by without Heinlephotocopy, permission &in Heinle. recording, inNo writing from the publisher. any form or by any means electronic, or parts of this publicationor any information may storage TowardIII.Celeste Linguistic a ReflectiveKinginger Boundaries Practice of TA Education 123 company.HeinleManufactured & Heinle in the Publishers United States is of America. an International Thomson Publishing ALanguageRedefining CarlFramework Blyth Classroom the for Boundaries Investigating as a Multilingual of Language the Effectiveness Speech Use: The Community of Foreign Study 145 ISBN10 0-8384-6029-1 9 8 7 6 5 4 3 2 1 AbroadThom Programs Huebner 185 VisibleClaireIntroduction:University Kramsch of Califbrnia Making at Berkeley the Invisible familiarismoretellOnce needed how efficientin practicesato insteadwhile, be alanguage more booksinare unfamiliar books effective on program language that languagema:ke directoror, study the teacher, needinvisible at least, visible, not directly. that describe What ways, that bring to light unsuspected links to be written that do hotnor how to become a growth.weentlyently,between are in andlanguage the seemingly thus business find teachers unrelatedincreased of doing. and teachers'fields, opportunities The hopethat teachers offer is thatfor willpersonalby seeing and things professional differ- new ways of looking at what see themselves differ- inalcoordinators,have field been of intimately study. directors, Educated involved whether in in or foreign not language languageThis acquisition book is such a book. It is written by scholars who one discipline, they have been interested in programs, as teachers, was their orig- are or who Throughdisciplinesthat,understandcrossing they thisboundaries have andwhat crossing hadrethink goes to into ofonboth the disciplinarywhen other otherdescribe one disciplines disciplines teaches languageboundaries in in teachingorder language they have, in teaching in effect, both a foreign language. But to do to better know and terms of other terms. bystudy.redefined describing and things potentially differently, relocated rather thanthe traditional by prescribingIt will boundaries not be obvious of language to everyone that one becomes a better teacher a different course one'singthemaof matter action. information," aown different of Most views telling teachers way and"delivering students of the viewingand views teacherswhat foreign things.of and the oflanguage howstudentsteachersTeaching to learn,instruction," would is often not of whilesharing leaving with out of the picture. Only say that teaching is seen as "convey- guagemakesexperienced isstudents not theteachers decide information know to invest that the time thisteacher andis not gives them, but the little epipha- energy in studying a foreignso; more lan- often than not, what ix andniesx controlexperienced of their along teachers. the way These that areepiphaniesRedefining often totally theare Boundaries causedbeyond by the of unexpected Languageawareness Study TheForeign Professionalization language departments of the Languageare increasingly Program seeking Director specialists in second Introduction xi enlargedently,thingsways of notor seeingsense by doing increased of or thingsself. saying, As amounts differently Emerson not primarily of once information.or knowing put by it:more moreIt efficientis seeing facts ways thatthings yields of differ- doing an positionsmentsriculathelanguage language andfind are acquisition/applied train stillit theyworthwhile oftentheir teach, graduatenon-faculty to to coordinate invest linguistics, students positions, one their toof with teachtheir butundergraduate near moreFTElanguage native inand the more courses. competencelanguagejob anddepart- These offe'r in cur- ativeness,approachthetwoOur tastestrands.strength ofand which twoThe isat transitional,the metalsissea-shore, notdeparture found in contact;sea alternating; inof seen stayinga friend; andfrom at or, ourthe shore,home, shall experienceenlarged shorenorI say, yet seen powersa of inthread poetic travelling,from at from sea; cre-the languageprogramnoting professionalways directors acquisition, respected) is a underpinned faculty foreign field position. languageof by researchbe an Indeed, identifiable education, now it applied that and thewidely linguistics, language recognized teach- second (if or foreign language This book is about moving from one language to(1884,adroitlybut another. in transitionsp. managed 56) It attempts tofrom present toone asto muchthe other, transitional which surfacemust therefore as possible. be itytersappointmentmethodologymanuscripts control can carry is ensured.and the tenureclout of cases an establishedand can grantbe peer fieldapplications reviewed, orIn discipline. fact, recommendation given can Inbe the short, refereed, increased qual- let- competition on the job market for PhDs would,thatredrawbetweenincrease such ourin "transitional areasafact, fieldredrawing beof of quite knowledge.knowledge, wouldsurfaces" distressed entail withIt by doesat forredefiningthe the language notexpectations thought purport the programof boundaries having toof programmaticallyincreased directors. to make within expertise them-Many and director,oneone'sin foreign gets language athe job.literatures, more Theteaching clout more cultures hiscredentials prestigious or her or linguistics,letter that or well-knownof ultimately recommendation it is often, decide the language ironically, whether carries. program some-Thus, or not gramexperienceogy,selves culturaldirectors and theirof theory,poetic will TAs emerge creativenessinto which specialists from they theirthat have of this willingnessliterary not book been theory, hopes trained to see tosociology, give theto be.shore language Rather, anthropol- from the pro- enrollmentsinggramsoflanguage their languages, in colleagues' foreignprogram in makingthe language directors undergraduatefields. sure education,They theyhave ensure staybecome program i.e.,in the the theykey quality program. are, playerskeep in of studentsturn, undergraduate Stablein the happyperpetuationor increased learn- a guarantee of pro- earnedincreasedthesea, sea-shore the them sea professionalization from academicshould the look shore, respectability, like. and of to language draw but their has program own Innot, this conclusionsironically, directors,introductory better aswhich tochapter, whatinte- has I first describe the shore, so to speak: the contributesenrollment.graduate student significantly Thus, employment the presence to young as of TAs, PhDs' a language and, ability ultimately, Language specialistto further of inprogramtheirgraduate discipline. directorsstudent have also become indispensable to other a department umedemiccationdescribegrated offer themconcerninginstitutions. the aintosea: double thethe the In intellectuallarger vision,productiona third issues section,both life currentlyand offrom transmissionIthe show academy.within debated how and the inofIn postsecondaryknowledgefrom outside by edu- the papersa second in section, this vol- I aca- withtocrucialabroadunits have theon toneed theircampus.internationalization their theirTitle research; Graduateexpertise VI monies international studentsin of renewed;getting its curriculum in quality andthe any social university foreign sciences language committee doing instruction fieldwork dealing area center directors need them or with the problems posed gramlanguage directors teaching and field,of language prompting programs in general. us to rethink the role of language pro- cialauthors,aredirectors,by foreign repercussions.also ascrucially or theirlanguage to Language decisions important instruction Center regarding to directors oncommercial textbookscampus for advice.turns canpublishers haveto Needless language and to textbook enormous finan- programsay, they xiiaccompanied by an increased professionalizationAll Redefiningof this the attentiondirector's the Boundaries position.to the ofdirection Language of Study language programs has been in one's job description, especially if it is notA a second faculty response position. isThis to devote loy- all one's energy to the task as defined Introduction xiii Thoseacronymsexpertiseorganization who arethat they (AAUSC) in their arecharge given"Languagedepartmental andof foreign publication colleagues language Teaching series. programsdon't They and and areCulture haveknowncannot Specialists"their tohave. have own The an TAs,tiontechniquesatingalty managing up-to-dateoption classes, and includes crises giving innovativeand swiftlyrelevant methodsa dedication materials, and by courses, wisely, designing to and developing scheduling,keeping keeping and producing abreast foreign efficientobserving of language ever new guidelines and pedagogic evalu- instruc- for newer and Van"Foreign(LTCS) 1993),1993,Patten p.orLanguage1991,"Foreign "fully p. 116), Language preparedProgram "TA Directors" Coordinators"Methodologists"stresslanguage (FLPD)personnel" or "TA (Heilenman Supervisors" the(Rivers highly and 1993, professional, Tschirner (Arens p. 6), 111), "Directors of Basic Language Instruction" (Lee and theiroftenoverworked,better departmenthave pedagogic given but and upthey materials.on in get beingthe great intellectual integrated Those satisfaction who life more chooseof from theclosely academy thatwork in option the well done.generally They feel as a whole.governance of efficientguagerunningposition.specialized program of deliveryThe the nature hallmark operations directors of of foreign what of arewith good is languageexpectedviewed, which administrators theyfundamentally, instruction,to beare concerned entrusted. is the in smooth theas primarily Accordingly,an same administrative and manner efficientwith lan- theas appreciatewhoCenterson campus choose or Nationalandtheir this within expertise:option Language the have profession. international built Resource bridges Through Centers,and to other Aarea newly third thestudies,units responsefoundedprogram instructional Languageisdirectors to attempt to make one's voice better heard both on campus who teacherwhereguidancegraduate the who student analogyto happensthe graduateadvisors stops. to be are studentsappointed, expected in for theirto agive limited care. professionallyFor But,term, a graduate of graduate course, enlightened student student that isadvisor is viewed primarily as a scholar and a jects.icsprograms.technology related Their Theyto programs,efforts language organize at visibilitybusiness pedagogy; conferences, schools,have they given lectures initiate schools language andmaterials of workshopeducation, teaching development series andon campus overseas on pro-top- a ofscholar.gramadvisor, language director whereasIn fact, specialists and the a language teacherirony has seems both specialistwho establishedto is bealso isthat viewed (for the their some, increased primarily position when professionalization as time permits) a more firmly thana language pro- Guthrie,theestablishedprofessional professionallist , language electronic focus concerns and program networks a renewedof teachers initiateddirector on sense the and inInternet ofcoordinators theFebruary, pride. French that In addition,serve1994, alike.department as byFor a Elizabeth forumexample, at UC for some have everthisinizingrift chargewithin between turn them oflanguageof even themevents;language more and departments, they fromtheirprograms have colleaguesthe intellectual generally haveand at beenin the other life chosenincreasinglysame disciplines,of thetime university. accentuated distressed thus marginal- Scholars aboutthe among three classic wareviewsexistence,sionIrvine, andfor at aims variousforeigncoordination it tohas "provide timesenabledlanguage on of a suchtheforumforeign-language classes, approximately professional for choice the discussion ofconcerns programs." 200textbooks, list of membersissues Inpricing its in firstthe to and airsupervi- year salestheir of as: availability of soft- whelmingdesirefirstresponses: toresponse, teach demands exit, one's after loyalty, offield language ofor specializationvoice (Hirschman 1970).Torn between the expectations of research and scholarship and the a number of years trying to do both, is to let go of the program administration on the other, the on the one hand, and the over- hasoftureies,practices lecturers, falseissuedfaculty, ofbeginners, a textbookselectionterms policy of gradingstatement publishers,employment,of teaching equity on content assignments the personneland hiring grade of audiotapes problemsofforinflation, TA TAs. supervisors, and The inrelation the other AAUSC supervision toancillar- which litera- itself Someacademia.programadirection keen scholars sense ofonly the haveof reinforces theirlanguage chosen educational thisthe exitsplit mission option between onlyand scholarship theirwith exit from and the teaching language in program and to join the ranks of regular faculty. regret, for they have MostPeterstresses Patrikis,language the importance this program volume). directorsof their presence settle for ona combination departmentalOf course, ofHirschman's facultiesthe three, (see try- three options rarely exist in their pure form. Introduction xv sameingxiv to time find runningtime in theirthe most busy efficient schedule program to do some possible, research,Redefining and whileengaging the Boundaries at the in of Language Study (1994,picion p.against 5). claims of truth is at the same timeThe seconda flight shift from is politics" demographic. The increasingly multicultural com- directorsall,onenorrest mostsort evenof of usuallytheirfaculty advocacyso colleaguesmuch earnmembers differencesfaror another.less is also not than workso But intheir much salary whatmuch faculty the really(although more amount colleagues). separates than ofnon-faculty 40 work The hoursthem they crucial froma week),programdo dif-(afterthe discoursenoyesteryear.position longer of toattach It ourwhat requires society athey common a are totally has learning. putpurpose, different in questionThe a type fact,common of thefor education example,canonical value, becauseeven that knowledge bya common studentsthe year of responsibilityclasses,primarilyference, whereasI assuggest, supervisors, is to faculty theiris that discipline. whoseseemost themselves language first responsibility programprimarily directors isas to scholars, their see TAs themselveswhose and their first rhetoricallywell-knownknowledgeCalifornia,2005 more must we constructed,butAsians deliver consistentlymake than tous andundergraduates.pause whites thatignored and the will reflect truthsfact be Itthat on thatenteringmakes theknowledge we content painfullyteach the andUniversityis sociallyapparent the form and the of as universal are theytion,and have aredon'tthey strongly renderedhaveview notthemselves tied themselvesbeen to a seen language from nor visible the listened field, perspective to e.g.,their to asGerman, colleaguesThus, they of a should.discipline,even French, andthough For administra-or e.g., althoughSpanish, language liter- specialists have made themselves heard andhistorically literaturecognitive and issciences sociallymaking over relativeaccessible such (see traditional to Nicolas language Shumway,human teachersThe sciencesthird athis variety shift volume). as isphilosophy of disciplinary. research The growing influence of the social plinarytidalcurrentlyary studies, wave knowledge in of linguistics, academia. self-questioning produced, history,What preserved, is regardingor happening sociology. and the intransmitted Yetnature academia that's and where by roleis theno ofthe academy.less the action than disci- isa across"globalanalysis,ogy,areas ethnography, that fields age" second are thatand all language relevantdisciplines,is cultural occurring toacquisition, studies, their are not unsettling endeavor:only psycho- pragmatics. in economics andforsocial everyonesociolinguistics, The psychology, and repercussions inpolitics, academia, anthropol- discourse but of also notthe attemptareTheDisciplinary indicative themes to give that Boundaries of an weavethe answer epistemological themselves toin fundamental Question in shiftsand questions out occurring of the regarding chapters in academia. ourof this intellec- Theybook theyandsuddenonly electronic forare access languageforcing toform allunlimitedteachers teachers,are putting (Kramsch sources and in notquestion of 1994). informationonly thelanguageThe very infourth notionoral, teachers, shiftwritten, of discipline;is to technological. decidevisual, The electronic revolution and the haveclose,tualfueled integrity lost all-encompassing the their intellectualand explanatory our educational debatesideological power. ofmission. the Thesystems modern ideological likeThe period Marxism first certainties since shift or theis capitalism ideological. daysthat hadof the As the twentieth century comes to a Noblitt,edge,what isbeyond importantthis volume). what to textbooks know and and to passcustom on, tell and teachers Thesewhat is four toexpendable teach developments (See knowl- James of the last decades constitute major reflexivityspectivepostmodernEnlightenment and is viewinpoint have order. of ofbeen the Theview, severelyworld. belief on one's Truthsin challenged the historical superiority have by become anda more of social Western contingent cautiously position. civilization realisticon Self- per- expecteddepartmentsguagesity.upheavals Naturally, program to that teach while are theydirectors "only"shaking departmental create arelanguage inconsistenciesat asked the foundationsboundaries towhile keep theand the areboundaries of dilemmas.curricular theput old in question.idea Forstatusamong ofexample, quothe literature,They univer- in theirlan- are gether,somedencepostmodernism,has been postmodernistin and Westernseriously to retrench writes conceptual battered scholars Pattifrom Lather,after to totally the is horrors"a dismiss code-name of history two for world andthe crisismeaning of confi- alto- politics. As Billigsystems" and Simons (1994 write,p. 102). "the This sus- crisis has led wars. In fact, culturelanguage,termteach inpapers stable theirand cultureonmeaningslanguage the language are classes,and more assertable dilemmas blurred while they thantruths and themselves ever. theabout epistemological Their the write targetTAs their language graduateuncertain- and are asked to xviparticipateties of the postmodern in the current era. questionings; Language specialists indeed theyshouldRedtfining have be encouragedmuch the Boundaries to con- ro of Language Study phrased as follows: How can we teach languagePut in foreign language teaching terms, the question might be as social practice? If a lan- Introduction xvii gramthatcross-cultural,tribute makes and to tothe visible the debate, cross-language academic their for relevance they endeavor concernsare oftenboth as a to offaced thea postmodern undergraduateinThe their difficulty, classrooms age. language however, with pro- the is to find a way of describing these concerns whole. Our descriptions should be thatingsdiscourseformguage theythat cohesive is arebothnot communities relevantonly belong texts, a system bothbutto thatradically also to speak ofthe expresses formal native different that structureslanguage,speakers meanings discourse and howlinked that communities? to one another to to our students, givencan we teachare mean- relevant to the bothteachers, locally teachersand globally might relevant. be tempted But if to we say, use So, words . familiar to language . . . . what's new?; if we use Consider, for example, first-year French. It isThe now question of relevance is a momentous one for language teachers.common practice to use withthemodernunfamiliar me? reader'smajor Discourse world questionswords, good of higher itselfwillteachers discussed and has education imagination,becomemight today think, (Kramsch a problem regarding Soas I. propose 1995a in the the andmulticultural, toproduction examineb). So I appeal some andpost- the ofto what does that have to do captionwhite-glovedlookingapublicity department says:woman ads to storehand"Rive teach with ina Gauche, creditauthenticParis,a diadem cardthe il language, Boninexiste giving her Marchd hair, its like customersholds Rive the recent Gauche, advertisement where a regal- for encore des privileges que nul ne up to the viewer in her a 10% rebate. The The1)transmission How term is "culture academic of knowledge wars" knowledge coined in academic by relevant Gerald settings. toGraff the outside(1992) capturesworld? well the ofmerelywishessouhaite the Seine," glossingto abolir." abolish). "nul the (On Teachingwords the Left "Bon languageBank, Marché: there as department socialstill exist practice privileges would that = personne," or even "abolition des privileges: reference store on the left bank mean not no one voicesciallypolarizations(hooks in and the 1990), approacheshumanities that newhave historicism characterized and brought the arts. about(Greenblatt Withacademia by the feminist dramatic 1990),in the last andpostmodern diversification ten ethnic years, studies (Harvey espe- of theirtheyfraternite."legesto the generalcan onnight theget Itof altarknowledge alongwould 4 August of with bethe ofFrench1789, credit where Revolution cards the and nobility commercial in the abolished practices. its birth Teaching privi- more than just showingcognates first-year like "privilege" students andhow "abolir," far and with name of liberté, egalite, showntory,canonical1989) the to andchoice beknowledge no postcolonial innocent of literary has undertakings. been thoughttexts, put the in (Bhabha question.reading They all of1994), Thebear newspapers interpretation the the mark world of ourof of stable, his- have been republicaineFrenchbutlanguage using dissonances cognates of the rive gauche with its tradition révolutionnaire de Mai 68, as social practice would mean that the teacher, speaking French, or contradictionsas much as possible, apparent raises in the the ad students'between theinterest réaliti in the accuratelystudiestoricaldistinctGunn andare 1993). attemptreflect redrawingcultural New theto positionings. breakfieldsnew the emerging boundariesthehave traditional developed: Colleagues meanings of theirboundaries the ofindiscipline field theEnglish ageof narrowcultural (Greenblatt toand have American disciplinary studies it more and is a mightsonance:ingand theirthe say, mythologie attentionle whileR de Rivethe royalisteto theother gauche letters est un look R aristocratique,démocratiques, royaliste, égalitaires. the teacherThis is way even the lettersto of which the caption this ad reveal alludes. this It dis- would mean attract- tionepistemologicaleststhinking, on(Grossberg, the and academic to findshifts, Nelson, bridgesmarket the and financial arebetween Treichler putting cutbacks scholars renewed1992). and with Concurrently pressure the broad increased commonon universities with competi- theseinter- tality.implicationsdentstoindeed manipulate obviouslyBut the throughsociohistorical of its this viewers thedissonance American into orbuying teacher'sdiscrepancy at the dismay, Bon in present-day Marche. First-year French cannot discuss in French the larger social and political context on which this ad is capitalizing in order or benevolent irony at men- stu- justifyingto thislanguagesbyserve demonstrating volume). the their arenational choice particularly its politicalof relevance the vulnerable knowledge and to economicthe to currentthey this producepressure interests needs andof(see ofsociety. transmit, Peterthe time Patrikis,Foreign and by sociallymeaningsuncovering determined. are the notlatent arbitrary, classism personalof the ad, choices, they but can be alerted to the fact that are historically and xviii Redefining the Boundaries of Language Study Introduction xix beadtheir aremade determined own to socialreflect byupbringing in a turn context on and howlarger cultural their than comments values.the wordsOnce For themselves,aboutexample, the students the thead they difficultyreflect have can realized that the meanings conveyed by this aimsintellectuallytratediscourse oftheir the forms. efforts whole valid In onundergraduate decisionsthis the respect, lower there languagedivision program, if they courses,program don't and if,have vice-versa,butdirectors they cannotmay their litera- make a clear sense of the concen- outcome.inequitytheirorthat dissonance many socialization by Thus,American seeing between the intoégalité notionsundergraduates anegalite Americanas ofan and "authenticequality privilege societymay of have context opportunity, maythat in has beseeing of viewed solved use" notany and asthe ancontradiction the "discourseequalityproblem result ofof Sociological2)ture How colleagues is knowledge theories don't understand of socially knowledge andthe aims(e.g.,culturally ofBerger the constructed? language and Luckman program. 1966) and aandcommunities" foreign to the language use of apply the because language both to they theby non-nativeareuse interested of language speakers. Wein language amongshould nativebe as aware, social speakers ofprac- course, that many undergraduates do not take colonialtionsnotGeertzlanguage only oftheory 1973), itsreflects (e.g., users. (von social Duranti social SocioculturalHoene, psychology reality, and this Goodwin butvolume) theory(Vygotsky constructs 1992), have of second 1962) itmadeanthropological as well itandlanguage clear through feminist that acquisition,theory thelanguage and interac- (e.g., post- (1995),turalaccountsFrenchtice. Indeed,content. attaken for institutions aas Asbygreat was AnneCharles dealshown where Martin of J. theby AmericanJames adisinterestand recent notedIan Sign surveyLaurie inof Language astudents personal of(1993), Australian in(ASL) communication"cultureliterary can learners and bepanic" used cul- of theconstruction"factbased way that on social cognitionthe work has interaction recently ofis linguisticallythe Soviet creates been psychologistadvanced the mediated identities by (LantolfLev sociolinguists and Vygotsky, subjectivities 1994). emphasizestoThe characterize of speak- the term "co- baggage.thanto fulfill a natural the language language, requirement, precisely because many studentsit is seenThe perceiveas themehaving it of lessto language be cultural easier as social discourse is strongly discussed theanalysisanders and use"constitutionOchs, ofreaders/writers shows oneforthcoming). or how theof theit other is interacting subjectlinked French language tothrough feminist perceptionsthrough (see language" Linda theory spoken of selfprefers or and andwritten Freudian insteadother texts elicited psycho-(Jacoby by von Hoene, this volume). to talk of users,theKingingerthroughout invisible students recommends thissocial in book.classrooms, and culturalforFor teachers example, and meanings native is precisely the speakers that reflective imbue aimed in their the practiceat makingwaynatural language Celeste habitatvisible tio.whichCriticalindividuals ideologies discourse and get institutions analysis expressed brings exercise in the to lightpower the and subtle control way people speak and write, and how processesover the through construc- izedmakebetweenthis and senseview educated skillof theirlanguage and inenvironment, content.that as environment.social Learning basedpractice on theOf isthe towordcourse, way blur privilegethey the one traditionalhave consequence asbeen used social-boundary in ofthe tutelowing culture question: imposes If the constraints system of onbeliefs, what attitudes, meaningsFor foreignand are values possible language that through consti- teachers,d)the these transmission issues might of knowledge translate into (e.g., the Faircloughfol- 1989, Fowler et EliminatingthetenttinctionFrench twocourses. traditionaladbetween the is If distinctionacquiring we lower teachtiers division oflanguage bothbetween the undergraduatelexical language asskill social skilland coursespractice, contentand curriculum sociohistorical and furtherthe upper difference is blursa divisiondifference thecontent. between dis- con- in othersanctionedety,the use how times? of can sanctioned in Sincewe our as society meaningsforeign channels but language andmight teachersbe sanctioned teach meanings in other societies that are not are conveyed through the very language we genres of language use in our own soci- at orriculum,anddegree, "German theoretical not whether in culture nature grounds, they and (see be society," Samuelall called courses "FrenchteachCheung, given language 1," this within "Introduction volume). in anits undergraduatemultiple On bothto literature,"and practical varied cur- ofteach, samethanturechannel our determinesa theme conversation, wepedagogic choose (see the Samuel choiceskinds ofCheung, are meaning culturally this we volume)different makesignificant. accessible For example,throughmedium, the cul-differ- kind ato poem, teach; ora picture an interactive conveys computerdifferent cultural program messages on the xx Redefining the Boundaries of Language Study Introduction )oci throughtificings,ent message. papers,which any is Rhetoricalotherbecause why certaingenre the genres (e.g., truthsscholars also the revealed preferessaylimit the toby by writeavailability Nicolas essays essays Shumway,cannot of rather potential be than revealedthis mean-scien- vol- counteractcultureuponredirect andthe our thelanguage.importance thinkingview of Blyth's "oneofabout perceptions languagenotion what languageof -SPEECHand one imaginings speech teachingThe COMMUNITIES metaphors community" isin about. our conception proposed They that tries hasbuild to byof the papers in this volume attempt to linguisticdiscussionstory,newsume). reportaCulture feature items of on a acts afilm film,used murder through in orto a adescribe languageconveys multimedia the genres whata class different production charactersteachers that wouldcultural expose onsay only thatmeaning and their concentrate same wear students from murder;would a on to: sys- the A short thenitiesorbeen discourse teaching prevalent like the ofcommunities francophone amongFrench languagethere. serves residents Shumway's teachers; to validate of Louisiana, metaphorthe autochtonous metaphor ofand SEARCHING of integrate speechmultiple commu-them speech FOR in seminardifferentFinally,tematically discussions.culture "truths" ignore affects willthe cultural theemerge way messages wefrom talk, peer theconveyed talk, discourse teacher-directed by wethe selectfilmic tomedium. Q/A, talk in; or AVERROESthemetaphorculturecan berelationship directly as of an could METAMORPHOSIS impossible taught helpof theory bycounteract "telling yet and desirable itattemptspracticethe like view it process is."to thatin describe Itlanguage culturehelps of translation. ato newis see teaching.something waythe teaching ofWebber's viewing These that of TIONgiesmetaphorslanguage and of commercial meaning, wereteachers taken AUTHENTIC transactions: use from to thedescribe Termsgrowing texts like arewhat field COMMUNICATION,vestiges theyofWithin communication ofdo. that discourse,In era. the In 1970s,NEGOTIA- thetechnolo- meanings 1980s, the are constrained through the metaphors ficultyingofmetaphors language of the teachers field. have study In tohave Shumway'sin be ways seenin changing thatas essay,rhetorical enrich, people's however, rather attempts metaphorsthan the toauthorrestrict, define illustratesas our thestudents understand-boundaries the com- dif- ACTION,riesthethe metaphorsof metaphorshuman COMPREHENSIBLE learning;were taken language from INPUT, the teachers social APPROPRIATE becamesciences concerned languageand interactionist use. with In theINTER- 1990s,theo- reflect a concern for individual autonomy as in whereormonly a teacherspoem resist might findingneed be all more truths the eloquenceeffective other than than they the a canlist"tiny ofmuster,Seeing truths"facts. and languagethey where live by.learning That isas sociocultural practice raises the question an essay AUTONOMOUStiesIDENTITY (Kramsch of 1995c).thelearning learner and in INDIVIDUAL multilingual/multicultural STRATEGIES,Foreign classroom language and the communi-cultural teachers must beware of the power of metaphors to shouldhavetheirersof the cannot learningbeen role rethink socializedplayedand is whether indeedfiltered by one'sand should thethrough educated first native notlanguage their tongue,leave in owntheir themselveswhen subjectivities,banned first learning language, from out aclassrooms and ofsecond. then the the maybepicture, If learn-in the if way they we MorrowsomethingForshapeandto example, discover, Lindbergh limittheir we if aswe"put "gifts call wouldin," understanding what from rather say, we the teachthanwe sea" lay something inof(Lindbergh atclass themselves the INPUT, feet that, 1955).of ourwe'reand for In studentsinstance,their likely the finalendeavors. to for seeas analysis, them Annit as ularlyvolume).name ofacute total when immersion, teaching might reading not andbe of writing. use afterThe Richard allimplications (see Kern's Carl Blyth, ofexpanded the thissocially situated nature of learning are partic- abilitystudentsguishit might themselvesof beas teaching, "input",by their mosta wemetaphors reassuring emphasize from one thatthought theanother. scholars feasibility for youngBy in variousseeing of TAs, learning, whatdisciplinesbut one wethe that givemanage- distin- some our situatedsocialnatureume)view of is conventionsof literacyaand knowledge direct socially asconsequence thata mentionedcritical controlled, regulate perspective of above.its thethen use, new If and theon awareness if thewritten literacy use oflanguage of islanguage thetherefore sociocultural is subject (this socially vol- to we can no longer teach reading as growncallassumeatwould their irresponsible incall feet,a differentmore authoritarian for humble, them disciplines. to andortake manipulative. more or not, poetic as so stance,By many seeing but"gifts the one fromknowledge that thesome sea," wewould welay or elitist. These are two different styles of teaching, merelyquestionsnotionsual thoughts deciphering of set genre ofby individual thesigns and environment, audience.on a authors;page. TextsThese for their readers aresigns meanings written do with not quite inexpress specific the individ- expecta- are highly sensitive to answer to implicit xxiicontingenttions. Readers upon themselves their own imposesocialization on texts and their education. own expectedRedefining meanings, the Boundaries of Language Study Lierethnographer 1994, Genesee is becoming 1994, popular,Kramsch even 1995c). if it isBut raising if students controversies now can (van get Introduction xxiii dentsin dentsrootedour come multicultural belong. in theup respectivewith Reading classrooms,are not imaginedwritten arbitrary. but discourse discourse the They multiple too thuscommunitiesThere are interpretationsbecomes socially certainly to akin constructed,which is no toour singleourreading stu- stu- way of understanding a text, especially not thephenomena,ticalsoknowledge events,culture, through what aboutand howmultimedia whichTAs tothe judge needforeign are technology, whichnot.to cultureteach are is important,not i.e.,how only through to distinguishthrough relevant, direct sojourns accessbetweenrepresentative abroadto culturalauthen- but of Evendedforgraphicmaterial thethough (see social inquiryculture Richard the context toolsarewhile Jurasek, quite ofin on whichdiscourse different,an thisethnographic words volume). analysisthey and both culturalfield In and have fact, trip the phenomenain duringone methodscommon could a study of aretheargue ethno- abroad.embed-concern that aboutfunctionalteachnow, textbooksandsports, in or which food,discourse-based and order,or curricular holidays e.g., syllabi, grammar traditionrather thanculture throughhave through pre-selectedThisthrough grammatical haspolitical readingalways what or ratherbeen selectionshistorical teachers the than responsibility of language teachers; but up to onmoreventionalizedthanbecause written spoken opportunities written languagetexts than language areforspoken (which breakingmore is language. more isvisible socialmore likely However, conventionsephemeral),than to be those exposed at because theitimposed is same moreto public the time socially onconstraints scrutinyitspeech offers con- how"read"televisionauthentictexts. to How itread like resources noticingcan the they studentsforeign would of only multimedia medium? learn readgrammatical Americanto selectAnd environments? from relevantand television, which lexical knowledge Will point oritems willthey of view?and they watchfrom otherwise be Thethe foreign taught vastcur- As3) (Widdowson WhatJim Noblitt knowledge convincingly1993, is Becker worth argues1985). teaching in thisin an volume academic the sourcessetting? of knowl- whatvocabulary.knowrent fashionable Kern how (this toThe teach volume) abilityterm strategies is to "learningcalls judge a instead"new what strategies," typeis ofworth ofteaching literacy," butlearning, very facts which few and of young why, grammarrequires is teachers exactly mak- and result,inaccessiblesionedge ofhave academia's information become during monopoly increasingly thetechnologies, Cold War,on thediversified, andthe construction directincreased due access toofgeographic threeknowledge to regions factors: mobility. ofis the beingthe explo- globe As put a withoutthanteach,foring theboth teaching relinquishingthis language the new content them type studies the andofaccountabilitya subjectliteracy. directorthe process matter Foris to ofteaching teachdifficultrequires language TAs students thattask usehow TAs justvisible. to how relinquishfirstas theseto Theacquire, learn challengeyoung control rather then textbookorphrasedbeinginto electronic question. questioned. as are follows: no environmentsThe longer role IfIn some languagetheof the sole aspectsthan teacher sources teachingin ofclassrooms, as language ofsole knowledge, terms, purveyor are and thisbetter if ofwhat questionthe knowledgelearned teacheris the couldinresponsi- and naturalis also thebe linginteachers the their classroom. are classes learning without to develop abdicating a sense their of responsibility theirIf own program authority as directors educators, and controlwant they to teach their TAs how to let go of control- guagebilityto learn of and the culture? native language language teacher? use how is, should for instance, we viewThe to theimplications go relationship to the country of ofsuch lan- anda question are far-reaching. If the best way scandalousbeing.theircernedhave toTAs, This withmodel and to argument,controlling some, thatmore stance isinterested forcefully whichthe themselves. effectiveness might in made their soundOne byown and Markway paradoxicalintellectual managerial to Webber do that growth oriniscompetencies totheeven be first and lessoutright chap- well- con- of whatfindniques(seeobserve to outThom observe, can morehow beHuebner, native usedabouthow to whatspeakers Richardlearnobserve about Jurasek,itact, and the then howforeign this TAs to volume).interpret languageneed to whatteachEthnographic and they culture,their observe students and tech- to goes on in classrooms. The notion of teacher-as- Thisthemselvesdivestingter of is this not oneself volume. onlyroom good orfor Bybecoming engaging for giving the intellectual indifferent), distancetheir TAs its healthin languagedue their (whichof own both studies intellectual isparties, not scholars the but sameinquiry. essen- leave as shouldxxivtial for my developing students invest the judgment their time, needed and their to answer cognitive the question:and emotionalRedefining In what the Boundaries of Language Study Redefining the Boundaries of Language Study Introduction xxv energieswantonemore else. ordifficult learning? "need." It is thannot TrainingIt enoughrequires training teachers to personalthem poll to languageto deliver integrityanswer a learners thatknowledge and question sound to find selectededucational is inordinatelyout what by some- judg- they bylookpedagogy,betweenBecause Mark at the literaryWebber the whichtheoretical book studies, eachproposes is boundarieshaveaimed cultural a their new at studies,deepeningown wayof language "theories,"of linguistics,viewing and study. it strengtheningtheory, starts andThe foreign byopeningnot taking as alanguage themorechapter a fresh ties or theteaching"thoroughment, considerations based rethinking and on "teaching an understandingabove of such thethat familiarfour teaching ofskills." the notions language larger It must as picture.The "communicative ashave communicationredefinition become clearof language language means from study proposed in this volume requires a less"seeingtruthsmetamorphosismetaphor useful, about something more for oneself the or as lessdeep asa and metaphor intimidatingsomething meaning the world, for of else." add-on Webberthea sudden practice. to arguespedagogic revelation Taking that practice, theory Gregorof some is but Samsa'sa deeperway as a of It is a metaphorical stance that munitieslanguagediscoursetions,teaching mindsets, theareinterpret communities. wayto a and largelanguage the worldviews extentworld The both determinedmeaningsaround reflects of speakers them. andthat by createsthe As areand way thecommunicated writers the ethnomethodologistthese social withindiscourse power throughspecific com-rela- espouseaccepts"anbrings instance thethis to light indeterminacyway of connections ofand seeing a metaphor view of and signs, stereotypes relationships.for howthe contingency we not apprehend Foras "bad" example, of theuntruths, meaning, world, teachers but for and aswho our viewedp.groundHarold 304). Garfinkelknowledge,as Communicative teaching once discretebut wrote:shared language skills "Therules for teaching, basisof conveying interpretation" of culture then, and should isreceiving (Garfinkelnot noshared longer clear-cut 1972,back- be Theorizing,Thesefabulationstheinability factteachers that to then, aboutreduce thiswill is distance notthe difference trylosingpractice; to (error) eradicate sight andit is ofexists distancetrying thestereotypes, practice,and to until "makemake theybut, it productive" rather,disappear" "recognize (p.(p. 22).22). senseor of engaging something in weuseless der-relatedutterancesinupinformation whichin the dictionary.they reflectculture, and are for their expressed.or transmittingAll their own meanings national school They stable culture,areculture. are dependent meaningsculturally Thefamily target on culture,thatcoded: the language students cultural Theethnic speakers'students' can contextor gen-look oneself(p.originally 23). withinIt entails hold a larger todistancing be context.different oneself from, from other business-as-usualTheory than, or is outsidenot inonly order ourselves" a stance; to view it is also a disciplinary content. Various thei.e.,ofutterances their texts' their discourse choiceculture; and written of the community'sregister textbooks' texts and can genres, only assumptions,selection be all understood reflect of topics, attitudes, the educationalagainst illustrations, and the worldviews, backdropand layout, polit- butareeignness,trycontexts toofalso accountconcern eminently have inclusion for givento thoseissues, and rise whoexclusion, suchto various engage as space authenticity metaphorical in andcultural territoriality, andstudies constructions truth. or identityAll critical these that and theory, issues each for- to those who study what it means to trespass someone practicewhotionicalinterpreted, cultures needsspeak in which to the ofbe and language theirtheredefined putlearners' authors. in asrelation thenative In teachingshort, with culture(s) teaching of language and language the as culture(s) an for explicit communica- of culturalthose are made visible, so that they can be identified, one another. The papers in this vol- withguage.else'sto"male capturetheory, linguistic Webber gaze," theWebber howshows territory new theoretical onmeanings rwoand examples,appropriate they want Said's for to oneself"orientalism" and Mulvey's argues, is like dealing with a foreign language. constructs have had to invent a new language convey. This is why dealing someone else's lan- (seenegotiationthethanume other Kramschtheall attemptexchange skills. of 1993). meanings Rather,to ofredefine culture-free that communicative language use as much more they consider the expression, interpretation andwe call "communication" to be culture itself information and the exercise of one or TheoryEnglish.Chineselatedway, isintoin thewill another. same manner as one language can never be completely trans- a metaphor for meanings that cannotnever be be expressed quite the insame any asother those learned through theThe use truths of that one learns through the use of French or xxvi Redefining the Boundaries of Language Study Introduction xxvii identitypostcolonialing and theory,in language theory Linda can learning. von give Hoene a Drawingfresh shows perspective how psychoanalytic,In Chapter 2, followingfeminist, andup on Webber's metaphorical view of theoriz- on a psychoanalytic case study and on issues of difference and course-based,study.orous and creative, sociocultural forms an idealtheory bridge of language betweenIn Chapterand language language 5, andCeleste learning,literature Kinginger considers the implications of a dis- andencounterwhichmorethe the work subjectivitiesdesirethan between of becoming feministto identify self are scholars, anda with proficientconstituted, other; the she otherthe user anxiety shaped,constitute of another of andlosing the code;transformed one's it issubjectivity a process in the in argues that learning a language is much partenjoinsuprather to counteracting now.than American theHer overwhelmingly definition foreignthe overwhelmingly language of language psycholinguistic teachers utilitarian teaching to "see" theorydiscourseas "reflectivetheir that endeavors of has U.S. practice"prevailed educa- as in promptthewithtinuum mere difference, programalong acknowledgment which which directors language foreign to of reexamine student language learning diversity, theeducation takes readings place. has they Thisoften give confrontationconfused their TAs with in can, when taken seriously, two poles of a con- theandtion.tion discourse expertise In of her several view, of vs. teacher incompatiblethe languagediscourse training program discourses,vs.of unquantifiablethe discourse director e.g., the ofis human at teacherdiscourse the crucial understanding, education. of intersec- She assessment boundaries.thentheir methodsturn to In threecourses. Chapter chapters 3, Richard that defineKern extends inAfter the setting metaphorical the stage for a new way of "seeing" language study, we new ways our educational stance practice.standingasurges scholars, program of usingthe directors theory their practicaland to see letting themselves teaching their theoreticalexperience less Pickingas administrators toinsights informup on inform vontheir and Hoene's under- moretheir feminist theory of difference and on the socializationandKerniarto write. the to redefines languageacquisition When and seentheteachers, schooling, of traditional within literacy but the of thatin notions thelarger general. draws conventions of Inliteracy a move of that might be unfamil- contexton well-established of ideology and literacy control, theory, of as the mere ability to read genre, and the con- theorylanguageandsociocultural Kinginger, of studyheteroglossia theories Carl in a Blythclassroom of andlanguage revisits code-switching, environment. andin Chapter language 6heDrawing the learning linguistic adduced boundaries by Kern of argues that the artificial on sociolinguistic producing,CfRatherstraints roughly than of varioususing one literacy, and modes interpreting Kern of communication, literacy becomes defined as dynamic, socially and historically situated practices of proposes the idea of multipletexts for literacies variable purposes" (p. 62). The plural. eignguals,reality,andmonolingual language, textbooks and but ouris thehemonocultural tasktraditionally argues,wrong is to reality helpis making model holdthem for dealofthem the with into native this bilinguals, doublespeaker, allegiance which teachers explic- ourup to students students, to emulate. not only Learning has no social a for- not monolin- language.nesskeningdevelopment technical,and of howwritten meaningofcognitive, secondtexts. It islanguage issocial produced, accompanied and literacy, cultural transmitted by and controlled through so defined, is an aprocessall-encompass- high degree in the of use critical of both aware- spo- parative,approaches.theitly. use His ofprovocativereflective, the There native iscritical aargument tonguerole, purposes he advocatedsays, in for foreign by traditionallanguage classes. communicative encourages us to rethink the total ban on a judicious use of the LI for com- shapes,linguisticmetaphorical sounds analysis reading and presented symbols. of a Chinese hereThe clearly In Chapter 4, Sam Cheung gives activitiespoem described in a Chinese engage language the students class. The a step-by-step demonstrationsharpens ofthe a students' vision of yearsabroad.aries ofon Itlanguage the surveys various thestudy, aspects relatively this oftime sojournssmall in naturalbody abroad of environments, researchChapter seen from done 7 by the insuchThom theperspective Huebner further redefines the linguistic bound- as studypast ten attentioningtional)in discovering poetry meaning to thatthe both wordingtakesof the reader ofreferential and grammar. They illustrate a dialogic approach to teach- texts. Such a way of reading,responses which is into both account rig- while paying close the metaphoric (or representa- ingTheinterpersonaltoof age,language the paper gender,effectiveness shows acquisition communicative motivation, various of theory:studying quantitative language skills formal background; and qualitative and methodsthe development of evaluat- of a language in the country in whichvs. academic it is learningvs. informal competencies. learning; factors related helpspokenxxviii classroom rather than teachers in the have artificial a more environment realistic sense of the of classroom.what linguistic It should gains Redefining the Bounditries of Language Study edgeChapterforeign in appropriately 10, languages Jim Noblitt revolutionaryin redefinesacademic the settings:terms. boundaries It isthe little electronicof wonderour quest thatrevolution. for technol- knowl- In Introduction xxix Theoftional,can language befirst andobtained chapter linguistic study, in in academicas this terms,both section spatial weand lookforms in boundaries natural at a the bridge settings.traditional and Afterbetween boundaries defining cultural the culture ofthe boundaries the boundaries ofmind. the of language study in theoretical, educa- otherogyral,"foreign has scholarsor often"raw," language embracecome data affordedproblem,"to itbe only viewed by with while the by caution.electronic many administrators teachers,The medium, unlimited program as with a panaceaaccess its directors, infinite to to natu- the pos-and eignasRichardclassroom a meanscultural Jurasek andof reality preparing the (Chapter culture they students encounter8) of describes the to country observe,when the practicewherestudying analyze the of abroad. andethnographiclanguage interpret Adopting is spoken. theinquiry for-the eachforlanguagesibilitiesresponsibility foreign medium of study. languageretrieval, provides Afterof the researchrecombination, sketchingforeignnot only and language different the scholarship, consequences and educator channels,archiving Noblitt one butofhave theof clearlydifferent themade digital major shows the meanings medium ethicalissues how in Forandlearnersinstrumentpractices him,field themselves, readingjournalsof for anthropologists researchers, a to ciry helpJurasek is studentsakin but advocatesand to as readingethnographers anmake educational using sense a text interview of in not theirtool the only languageforcultural techniques, foreignas an experience. classroom:evaluation language diaries, mediumvisualing;as well: the medium Theprintallows oral medium them gives medium to them letsmanipulate enables them a holistic see students in whatinteractive context isto worthknow for fashion learning; whatkeeping; the is veryworth the the knowl- digitalaudio- learn- thedrawingIt requires other. hypotheses, withholding and judgment, revising one's making understanding connections,Such a ofrevision oneself seeing is inpatterns, a lightnever-ending of paradoxical process of trying to thedifferentprimaryedge foreign they data. possibilities have language These acquired, andfour for culture. modesdiscoveringand create of learning new different knowledge co-existLike types theory, today,of knowledge computer each offering about technology is not an expendable tool reserved on their own from thisplaces.thatbeencomprehend bothwe so In socializedwill desirable Chapter neverwhat and9,is intototally oftenNicolas impossible certain boundunderstand Shumway ways to"search remainof cultures thinking,gives for incomprehensible. Averroes." a convincingfrom certain other Hisways illustrationtimes, of We seeing, other have of actuallygogicmeatesfor specialists. materials our design students' As theirare a way designed.consciousdess; own of software,learning Even and itnorif has languageof even viewingalready use program learning,affectedthe software directors theit already way of others, peda- don't per- endeavor.deepenterprise,to this understanding volume so thatthe necessarywe of can the continue possibilities dose of tohumility teach and foreignandthe limitationsfaith cultures, in our educationalof but such with essay brings an a digitalrealitythey medium.cannot can be ignore given the any epistemological meaning by juxtaposing revolutionWritten it withbrought texts can about now by be the rearranged, recombined at will. Cultural any other or by mentalshapedousand theoriesthen conditionsthis proceeding time and theoreticalnot of to bylearning. redefine deep stances, theoretical The traditional last we thentruths, boundaries returnHaving but byto instartedthechanging the larger light with environ-context, of the vari- larger theoretical context of language study two chapters of the book brush a environmentsgivinglenges.enrichment, it another offersbut contextual they language also frame. present study This dauntingboth shift unbelievable in educational theIn boundariesChapter opportunities and 11, of ethicalPeter learning Patrikis forchal- addresses the issues related to the teach- opmentmentslanguages,broad hasinpicture electronic triggered due of learning much of environments. the As mentioned at the beginning of this introduction, to shifting institutionalsome major changespower structures occurring and in theto develop-teaching of foreign current debate about the teaching of one major devel- Issuesthateignadministratorsing of definelanguage foreignof governance the languages are problem,"borders inclined include inof i.e., academic foreignto call,variousthe administrative underlanguage settings. models the termHestudy of examines departments and"governance," within political what the academy.deans "the andfor- as structuresinstitu- 'Docprograms,tional communities the academic and their identity impact of on program the academic directors, identity Redefiningthe of mismatch language the Boundaries of Language Study Duranti, Alessandro, and Charles Goodwin,Context: eds. Language as an Interactive Phenomenon. Cambridge (UK): 1992. RethinkingIntroduction xxxi languagebetweenoutsidefuture roleenrollments teaching.forces of language that The inare language volume programperhaps closesclasses beyonddirectors with and our in thePeter foreignwill,The allocation Patrikis'changesbut language not ofbeyond thatvision resources departments. are forour occurring the con-to within academia are imposed through Fowler,Emerson,Fairclough, Roger, Ralph Norman. BobWaldo. Hodge, 1989. 1884. Language Gunther Representative and Kress, Power. Men.Mifflin.Cambridgeand London: Tony Boston: UniversityTrew.Longman. Houghton 1979. Press. Redefiningtheattemptsdoestrol. language Thisnot toadopt book boundariesredefine teacher itsdoes pessimism the not can inpolitical reject offeran and era thenew sphere itsof insights apoliticalways multiple of ofaction from "seeing" stance. and andpostmodernism, contingent ethical languageOn the judgment contrary, itself truths. but as ofitita Garfinkel, Harold. 1972. Remarks GumperzSociolinguistics:Language and DellControl. The Hymes, Ethnography London: 301-23. Routledge. of Oxford: Communication, Basil Blackwell. edited by John J. on Ethnomethodology In Directions in enterprise.studentsthatcontributelocus the of papers trutha senseto theand in of renewalresponsibility.this the volume centrality of the will Languageuniversity of give language program studiesin studytimes directors, scholars withinof change. havetheteachers, academic We much hope and to Genesee,Geertz, Clifford. Fred. 1994. 1973. Teachers-as-Researchers: The Interpretation of Cultures. Blessing?Books.Mixed Metaphor NewTESOL York: Matters Basic 4: 2, 3. or Mixed Notes1. According to a 1990 poll by Yankelevich, Clancy, and Shulman, only Greenblatt,Graff, Gerald. Stephen. 1992. Beyond 1990. The the CultureResonance Wars. and NewNY: Wonder.Today, York:Cornell editedW.Literary University W. by Norton. TheoryPeter Press. Collier and Helga Geyer-Ryan, 74-90. Ithaca, Kasperbelievecollege17 percent 1995). thatis to the becomeof mainthe American reason more broadlyis publicto get theeducated.think skills the formain Sixty-seven a good reason job for percent(cited going in to Grossberg, Lawrence, Cary Nelson, and Paul Treichler,Studies.Modern NewLanguageeds. 1992.York: Association. CulturalRoutledge. and Giles Gunn, eds. 1992. Redrawing the Boundaries. New York: WorksArens, Cited Katherine. 1993. Applied ScholarshipLanguage inProgram Foreign Program of Languages: Study Direction,in Professional A edited Development. by David P. InBenseler, The Dynamics 33-63. of Heilenman,Harvey, David. L. 1989. Kathy, The and Condition Erwin ofTschirner. Postmodernity.Investigation.Commerce" 1993. Oxford: The "Culture Inof Blackwell. Thethe DynamicsForeign and Language of Language Textbook: Program Direction,A Preliminary edited Becker, A. L. 1985. Language in Particular: A Lecture.DeborahContext:Boston: InHeinle ConnectingTannen.Linguistics & Heinle Vol. inObservation Publishers.29 in the series and Understanding, Advances in Discourse edited by hooks,Hirschman, bell. 1990.Albert Yearning: 0. 1970. Exit,Race, Voice, Gender, and and Loyalty.Harvardby Cultural David University Cambridge, P.Politics. Benseler, Boston:Press. MA:111-54. Boston: Heinle & Heinle. Bhabha,Berger, Peter Homi L., K. and 1994. Thomas The Location Luckmann. of Culture. 1966.Reali.Processes, The London: Social New edited Routledge.ConstructionYork: by Doubleday. Roy of0. Freedle, 17-35. Norwood, NJ: Ablex. Jacoby, Sally, and Elinor Ochs. Forthcoming.InteractionIntroduction.South Co-construction: End Press.28: In 3, the edited Special by S.Issue Jacoby of Research and E. Ochs. on Language and Social An Kasper,xxxii Gerhard. 1995. Come the Millenium, Where the University?Redefining the Boundaries ofLanguage Study Van Lier, Leo. 1994. Some Features of a Theory of Practice. TESOL Introduction xxxiii Kramsch, Claire. 1993. Context and Culture in LanguageEducationalOxfordPlenary Thaching. University addressResearch Oxford: givenPress. Association at the (AERA), Annual SanMeeting Francisco. of the American White,Vygotsky, Hayden. Lev. 1962. 1978. Thought Tropics JournalBaltimore, 4: 1,6-10. MD: John Hopkins and Language. Cambridge,of Discourse: MA: MITEssays Press. in Cultural Criticism. Bulletin5-12. 26: 3,6-12. . 1995a.1994. Foreign Embracing Languages Conflict for avs. Global Achieving Age. ADFL Consensus. Bulletin ADFL 25: 1, Widdowson, H. G. 1993. Press. Practical Stylistics. Oxford: Oxford University Press. University Oxford:Linguistics,Can They Oxford Talk edited Universityto Each by Guy Other? Press. Cook. In Principleand Barbara &1995b. Practice Seidlhofer, The in Applied Applied 43-56. Linguist and the Foreign Language Teacher: Lantolf, James. AddressLearning: in Long Introduction Beach, CA. to the Special. Issue. Modern Language1995c. JournalThe Politics of Applied Linguistics. AAAL Plenary 1994. Sociocultural Theory and Second Language Lee,Lather, James Patti. E, 1994. and BillStaying VanPatten. Dumb? 1991.Feminist 78:TheW.with/in Research418-20. Question Simons the Postmodern.and of MichaelLanguagePedagogy Billig,In After 101-32. Postmodernism, London: Sage. edited by Herbert Lindbergh, Anne Morrow. 1955. Gift ftom the Sea.ForeignProgramBoston: New LanguageDirectionYork: Heinle Signet. &IsPrograms, HeinleAcademic. Publishers. edited In Challenges by Sally Sieloff in the 1990sMagnan, for College113-27. Rivers,Martin, Wilga.Anne L., 1993. and The Ian UndergraduateLaurie. 1993. Student Program:Empowerment.atContribution Intermediate Views Autonomy of Level.About LiteraryIn The Foreignand the Dynamics and Cultural Language of LanguageContent Annals to 26: ProgramLanguage 188-207. Direction, Learning Simons, Herbert W., and Michael Billig. 1994.Postmodernism,Publishers.edited1-11. Introduction. byLondon: David Sage. editedIn P. After by Herbert W. Simons and Michael Billig, Benseler, 3-16. Boston: Heinle & Heinle