Change search
ReferencesLink to record
Permanent link

Direct link
Le poids de la tradition: La gestion professorale de l'altérité linguistique et culturelle en classe de FLE
Växjö universitet. (IPACLE)
2009 (French)Doctoral thesis, monograph (Other academic)
Abstract [en]

The overall aim of the present study is to investigate how teachers deal with linguistic and cultural otherness in the French foreign language classroom at upper secondary school level in Sweden. The foreign language classroom is seen as a cultural meeting place where images of otherness are natural elements. In this respect, otherness should be regarded as one cultural aspect among others implying human as well as language phenomena. Analyzing the way in which the teachers in the study mediate this otherness to their students is expected to contribute to the pedagogical debate on intercultural understanding in language teaching and learning.


The study is based on empirical data consisting of video recorded observations in three different classrooms. One class (class A) is treated as primary data where two activities are especially focused, namely working with texts and working with grammar. The verbal interaction from these activities has been transcribed and analyzed qualitatively.

The first step of analysis concerns the learning aims which are transmitted to the students in the teacher’s introduction to the two activities. The second step deals with the teacher’s procedures to involve the students in the construction of knowledge which focuses on linguistic and cultural otherness.

Finally, a comparative perspective is adopted. On the one hand, the two different activities are compared with each other, while on the other hand, the findings from class A are compared with class B and C. From a dialogical point of view, the way in which the classroom setting and the teachers’ acting can favour intercultural understanding is discussed.

The results of the analyses highlight the fact that teachers seem to pay more attention to linguistic otherness than to cultural otherness. Furthermore, the study shows that the foreign language classroom has a dialogical potential when it comes to human relations and discourse. More attention could be paid to these aspects of teaching in order to pave the way for better intercultural understanding. The teachers in the present study seem to favour dialogical relationships in the classroom and neglect discursive issues in the situation. Our conclusion is that the way in which teachers deal with otherness is tradition-bound. Texts, for instance, even those with an obvious intercultural content, are treated as pre-texts for studying linguistic phenomena. Cultural phenomena, when dealt with, are limited to a product paradigm and are transmitted without reflection and with no apparent awareness of any intercultural understanding.

Place, publisher, year, edition, pages
Växjö: Växjö University Press , 2009. , 230 p.
Acta Wexionensia, ISSN 1404-4307 ; 174
Keyword [en]
French as a foreign language, foreign language teaching, teaching procedures, intercultural understanding, classroom setting, linguistic otherness, cultural otherness, representations, dialogical perspectives
National Category
Specific Languages
Research subject
Humanities, Teaching and learning in French as a second language
URN: urn:nbn:se:liu:diva-121165ISBN: 978-91-7636-657-8OAI: diva2:852221
Public defence
2009-05-26, Homeros, Växjö universitet, Växjö, 13:00 (French)
Available from: 2015-09-08 Created: 2015-09-08 Last updated: 2015-12-14Bibliographically approved

Open Access in DiVA

fulltext(2354 kB)82 downloads
File information
File name FULLTEXT01.pdfFile size 2354 kBChecksum SHA-512
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Sundberg, Ann-Kari
Specific Languages

Search outside of DiVA

GoogleGoogle Scholar
Total: 82 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 61 hits
ReferencesLink to record
Permanent link

Direct link