1. Intercultural Education A Transnational Perspective Universidade Nova de Lisboa, November 2010 Karen Risager Roskilde University risager@ruc.dk

2. 04-12-2015risager2 Contents The national phase in language studies Local and transnational linguistic flows Linguistic landscapes Rethinking the language-culture relation Linguaculture – culture in language Discourse – culture across languages Implications for intercultural education

3. 04-12-2015risager3 The national phase in language studies the national phase from the mid 1800s to around 1990 from the 1990s: a beginning problematisation of the national paradigm Karen Risager: Language and Culture Pedagogy: From a National to a Transnational Paradigm (Multilingual Matters 2007) Cultural Encounters at Roskilde University

4. 04-12-2015risager4 Local and transnational linguistic flows languages are not territorially bound a language spreads through two processes: the mobility of language users language learning the global means of communication strengthen relations between users of a language we see local and transnational linguistic flows in social networks all over the world

5. 04-12-2015risager5 Linguistic landscapes flows of different languages form complex linguistic landscapes (linguascapes), e.g. in a state or a city language encounters of different types, incl. language hierarchisations and language alternation (code-switching) language policy becomes more visible: language, identity, power and recognition

6. 04-12-2015risager6 Rethinking the language-culture relation two extremes concerning the relationship between language and culture: a (national) language and its (national) culture are inseparable, or a language is or can be used in a culturally neutral way a third position: a language always carries linguaculture, but can be separated from other cultural phenomena

7. 04-12-2015risager7 Linguaculture – culture in language three dimensions of linguaculture: the semantic-pragmatic dimension the poetic dimension the identity dimension we all have our personal linguaculture we carry linguaculture with us when we migrate, move when we learn new languages

8. 04-12-2015risager8 Discourse – culture across languages discourse has linguistic form, but is not bound to a specific language discourses are e.g. ideologies, opinions, stories, literature and sciences discourses flow from language to language via translation and other forms of transformation, they are translingual ’the rest of culture’, e.g. music, pictures, food and drink, architecture, clothing, etc. etc.

9. 04-12-2015risager9 Implications for intercultural education both the target language and learners’ languages are world languages global studies, cosmopolitanism, world citizenship the target language is part of complex linguascapes: studies of language encounters comparative linguistic studies

10. 04-12-2015risager10 Implications for intercultural education the target language contains a varied linguaculture studies of social and personal linguacultures the target language is not an exclusive discursive universe the choice of topics and texts is never natural, but has to have an independent, pedagogical justification