Teaching language and culture in an era of complexity: Interdisciplinary approaches for an interrelated world, edited by Jolle Aden, Trevor

Grimshaw & Hermine Penz, Brussels, Peter Lang, 2010, 360 pp., 37.40 (paperback), ISBN 978-90-5201-686-3

Teaching language and culture in an era of complexity is a collection of papers presented at the University of Cergy Pontoise on the theme of interrelatedness, or reliance. The aim of this collection is to introduce a new paradigm in the teaching of foreign languages, signalling a shift from the emphasis on the acquisition of grammatical competence separated from real and purposive communication, to a broader understanding of learning a foreign language as the acquisition of intercultural competence or savoirs (Byram, 2008). The three sections of the book are centred on the notion of interrelatedness explored through the interdisciplinary approach advocated by Morin (1999), the development of intercultural understanding with particular attention towards the affective factors that determine not only the motivation to learn but also attitudes towards language, and the role of language learning in a variety of contexts. Although the book provides a compelling case for the need to approach the teaching of languages through a holistic perspective that promotes intercultural understanding, the overall effect is somewhat puzzling in the alternate use of English and French, limiting its fruition to the reader familiar with both languages. The foreword and introduction, written in English, provide a clear explanation of the main themes of the book that can guide the reader more conversant with English than French. In the foreword, Kramsch introduces the French term la reliance to underline the complex and interrelated character of life in post-modern times. This notion represents an invitation to abandon clear-cut understandings of culture and identity that underlie more instrumental approaches in intercultural communication studies, in favour of a more nuanced interpretation of communication that embraces complexity and uncertainty. The idea of universe of belief ( univers the croyance), is discussed in the introduction by Newby, in particular the role played by belief (des espaces imaginaires) in cognition and in the constitution of the normative sphere. Both notions of universe of belief and interrelatedness are used throughout the book to argue that the acquisition of a foreign language is a cognitive endeavour that is also affected by other factors that pertain to the emotional sphere, to corporeality and agency in a complex interaction between the self, the other and the environment. The eight chapters in the first section of the book, all written in French with the exception of one contribution, focus on the concept of interrelatedness in language education. The first two chapters explore the role of empathy in intercultural communication in eliciting reactions to emotional states and identification with the other. Aden (chapter 1), suggests an interdisciplinary approach to drama education to create meaningful interactions and the use of language in context, presenting the

outcome of an experiment involving students from different nationalities interacting in a series of drama workshops. The theme is further explored by Thirioux and Berthoz (chapter 2), who combine the results of experiments conducted in the field of neuroscience with phenomenological theories to argue that far from being an abstract notion, alterity is embodied in the concrete experience of the other and lived in the corporeal dimension, through a process of spatial coding. This idea is then discussed in the following chapter in relation to the experience of alterity during cultural exchanges abroad. In this interesting study (chapter 3), Hoybel argues that through the experience of otherness individuals develop reflexivity and a critical approach to culture. The author refers to the notion of intentionality developed by Searle to describe the experience of otherness as an active process in which the individual is not limited to merely respond to a situation, but is able to control and modify behaviour in response to determinate experiences. Brewer further explores the role of intentionality in chapter 4, presenting findings from scientific research in neuroscience to argue that emotional factors are crucial in determining motivation and achievement in education. The author refers to the notion of agency to explain intentional activity within structural constraints, or puissance personnelle, placing the learning subject in a central position as an active participant who has to be enabled to learn within a pedagogical environment that is carefully planned to nurture a sense of self-worth. The exploration of the implications of the experience of alterity in both real life situations and in the classroom is the theme for Lebdiri (chapter 5), whilst an ecological ( cologique) approach to learning is advocated in the next chapter by Goutraux, through the interrelatedness of the cognitive and affective domains, supported by studies in neuroscience that locate the roots of reason and cognition within the conative and emotional spheres. The author transfers this theory into the language classroom, observing the effect of didactic material selected in order to elicit emotions, stimulating the motivation to communicate. This dialectic between the two domains of the affective and the cognitive is also discussed by Souvayre (chapter 6), in a study on processes of affiliation. Although not directly relevant to the language teacher, this chapter offers an insight into the dynamics of identity formation. Similarly, the last chapter in this section of the book, by Chini, is largely theoretical. The author places speech acts within the wider context of the social relations in which they are embedded, emphasising the interrelatedness of language and culture and arguing in favour of a pedagogical practice in language education that encourages the development of complex thought as a response to the interrelatedness of the modern world. The second part of the book is more evenly divided into French and English, with four chapters respectively, with a focus on the development of sociolinguistic competence and intercultural understanding. The first chapter, the more significant in this section of the book, is a study on the strategies adopted in intercultural situations between speakers of different languages. Penz argues that intercultural communication studies have been focused for the most part on the category of

misunderstanding, largely attributed to cultural differences. On the contrary, the author argues that meaning is always being negotiated between speakers and for this reason, observing the strategies used by participants in intercultural communication may offer an understanding of the dynamics of meaning negotiation in interaction. Penz explores in detail the strategies used by speakers in intercultural contexts in order to overcome misunderstanding, concluding that this form of active engagement with language can be taught in schools adopting Byram's savoirs framework. The following four chapters focus on the role of literature in the teaching of language, Bonnet-Falandry (chapter 2) and Voise (chapter 3) highlight the importance of introducing the learner to a new universe of belief expressed in literary works that activate intercultural understanding through the notion of interrelatedness. Intercultural sensitivity is also promoted in young learners through the use of 'authentic' material and young adult literature in the original language, in the study presented Schumm Fauster (chapter 4). Similarly, Deyrich (chapter 5) presents a pedagogic project in a primary school based on the use of picture books in English and in French translation, with repetitive and patterned language that enables children not only to learn reading in French but also to learn a foreign language. Chapter 6 is not directly related to the teaching of foreign languages, but describes the different approaches of two primary school teachers, a trainee and an experienced practitioner, in guiding children during a reading activity. The authors, Jaubert and Rebiere, adopt a Vygotskian approach in observing the two teachers in the role of 'experts' and the children actively engaged in acquiring the sociolinguistic competences needed in order to become proficient readers. Chapter 7 explores the idea of giftedness in the Gifted and Talented Inclusion policy in the English education system and its implications for the teaching of modern foreign languages (MFL) in secondary schools. Raithby and Morgan contrast the egalitarian aspect of the policy and the responses of the teachers involved in their study, that they describe using metaphor as an analytical tool. The authors highlight the lower status normally accorded to MFL in schools and the lack of cognitive challenges of the narrow curricula used in classrooms. Zhigalev, in the last chapter of this section of the book, describes language teaching in Russia with special emphasis on assessment. The author argues that since Russia joined the Bologna agreement in 2003, the notion of communicative competence introduced by Hymes should be central in language teaching and inform formative assessment. The last section of the book is divided in six chapters, which investigate the role of language learning in a variety of contexts. Grimshaw (chapter 1), examines branding as a semiotic process, referring to Fairclough's notion of 'marketisation of discourse' (p.263). The English language is branded by language schools all over the world as the product of a specific nation, with essentialist connotations that are nonetheless attractive to potential consumers. This study is particularly relevant in presenting the idea of English as a lingua franca as a 'rival brand', addressing the role of

English in 'our heteroglossic, globalised world' (p.271) and challenging the notion of native speaker competence as the model to adopt in language learning. The next three chapters explore the theme of reliance in a variety of contexts: Haramboure (chapter 2) begins with an analysis of the change in universe of belief following work placements abroad in the final year of professional study, followed by Glasier (chapter 3) who analyses the status of foreign language teaching in university curricula in Europe. Both authors argue for a change from a view of language as a reified object to language considered as a tool of mediation that develops intercultural understanding. In chapter 4, Coroam observes how Romanian students develop a rich universe of belief due to their participation in a variety of communities of practice relating to different ethnic and linguistic groups, equipping them with the ability to develop linguistic competence in other foreign languages (competence plurilingue). Chapter 7 once again examines the notion of reliance, providing a clear exposition of the theme which perhaps would have been best placed at the beginning of the book. Tardieu uses the definition of reliance proposed by Bolle de Ball, as an unstable and fragile relationship, volatile and nomadic ('volatile, nomade et vagabonde' p.338), different from other relationships between members of established groups. Thus, intercultural development entails the coming in relation to otherness through a process of mediation that is open to the indeterminate character of communication. The author summarises the paradigm of reliance using the three categories developed by Morin: the pragmatic (pragmatique), or the concrete experience of alterity, the epistemological (epistmique), or representations of otherness following that experience and finally the ethics of reliance (thique), or self-reflexivity. Durand concludes the book (chapter 8) with a study on representations of diglossia in Jamaican teachers. In conclusion, the book encourages dialogue between different disciplines and provides examples of practice in a variety of contexts. It is of relevance to foreign language teachers and researchers interested in intercultural awareness from a perspective that emphasises the interrelatedness between language, culture and representations of otherness through an interdisciplinary approach.

References Byram, M., (2008). From foreign language education to education for intercultural citizenship: essays and reflections. Clevedon: Multilingual Matters Morin, E., (2001). Seven complex lessons in education for the future. Paris: Unesco Giuliana Ferri Department of Learning, Curriculum and Communication Institute of Education UK gferri@ioe.ac.uk 2011, Giuliana Ferri