Bartlett, Tom and Erling, Elizabeth J.
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This paper is an attempt to reconcile two pedagogical positions on genre: those who favour the direct teaching of L2 genres and those who view this as a means of globalisation and acculturation. Drawing on Bourdieu’s notions of legitimacy, symbolic capital and the linguistic marketplace, we reanalyse fieldwork from two distinct cultural contexts: Bartlett’s (2003) research on the use of English as the lingua franca of development in Guyana and Erling’s (2004) qualitative analysis of English use by university students in Germany. Conflating the findings from these two contexts, we suggest that an appropriate way to incorporate the global with the local is to promote an approach to teaching that sees the manipulation of register as a creative and strategic social practice oriented towards an abstract generic structure within a specific historical context.
|Item Type:||Conference Item|
|Copyright Holders:||Not known|
|Extra Information:||Published in: Barbara, Leila and Tony Berber Sardinha (Eds.). 2007. Proceedings of the 33rd International Systemic Functional Congress (PUCSP, São Paulo, Brazil). Online publication available at http://www.pucsp.br/isfc.
ISBN 85-283-0342-X, pp 88-116
|Academic Unit/School:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
International Development & Inclusive Innovation
|Depositing User:||Elizabeth Erling|
|Date Deposited:||01 Nov 2011 17:06|
|Last Modified:||09 Feb 2017 12:56|
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