ABSTRACT

This guest-edited Special Issue of Language, Culture and Curriculum presents a collection of studies that look into language textbooks through three key themes: representation, interaction and learning. The full issue considers textbooks produced in different parts of the world, for different audiences (in terms of geographical location, age and level of proficiency), for the teaching of several languages (Chinese, English, French, German, Spanish) with different statuses (first, second and foreign language education). This diversity of contexts, texts and users allows us to find recurrent issues and patterns around the world and, at the same time, situate other issues locally for a richer qualitative understanding of the phenomena under investigation. Contributions provide new insight into the interconnectedness of these three key themes (representation, interaction and learning) and what the research field might gain from exploring all three in an articulated manner. They also expand our understanding of the textbook as an educational, cultural, pedagogical and ideological site for research. Discussions, findings and implications appeal not only to researchers but also to language teachers, language textbook publishers and other stakeholders.

摘要

客座编辑的《语言，文化与课程》特刊提出了一系列研究，这些研究通过三个关键主题研究了语言教科书：代表性，互动性和学习性。整期杂志考虑了在世界不同地区生产的教科书，它们针对不同的受众（就地理位置，年龄和熟练程度而言），对于具有不同地位的几种语言（中文，英语，法语，德语，西班牙语）的教学（第一，第二和外语教育）。上下文，文本和用户的这种多样性使我们能够发现世界各地反复出现的问题和模式，同时将其他问题放在本地，以便对所研究的现象有更丰富的定性理解。贡献提供了对这三个关键主题（表示，交互和交互）的相互联系的新见解。学习）以及以明确的方式探索这三个领域可能会带来什么收获。他们还扩大了我们对教科书作为教育，文化，教育和思想研究场所的理解。讨论，发现和含义不仅吸引研究人员，而且吸引语言教师，语言教科书出版商和其他利益相关者。