ABSTRACT

Language textbooks have been –and still are- the centre of attention of substantial research in the field of applied linguistics, language education and instruction, and language studies, among others. This paper synthesizes results and findings from the current Special Issue ‘The language textbook: representation, interaction and learning’’. In particular, it discusses how -and to what extent- this collective work expands our current undertstanding of the field. By drawing on the concepts of representation/communication, interaction and learning, the paper calls for more attention to empirically and situated research in the field so as to better account for textbook discourse circulation and use and to better capture the agentive role of students and teachers in negotiating textbook discourse, representations and contents. It is in this sense that a deeper articulation between representation, interaction and learning is needed to further explore the dynamics of structural and situated power and agency in language textbook studies. This can inform not only researchers, but also practitioners and other educational stakeholders, including textbook publishers.

摘要

在应用语言学，语言教育和教学以及语言研究等领域，语言教科书一直是（并且仍然是）大量研究的重点。本文综合了当前特刊“语言教科书：表示，互动和学习”的结果和发现。特别是，它讨论了这项集体工作如何以及在何种程度上扩大了我们对该领域的当前了解。通过利用代表/交流，互动和学习的概念，本文呼吁更多地关注该领域的实证研究和情境研究，以便更好地说明教科书语篇的流通和使用，并更好地抓住学生和教师在谈判教科书语篇，表征和内容中的代理作用。从这个意义上讲，需要在表达，互动和学习之间进行更深层次的阐述，以进一步探索语言教科书研究中结构性和情境性力量与代理的动态。这不仅可以告知研究人员，还可以告知从业人员和其他教育利益相关者，包括教科书出版商。