An interactive exhibit at a university’s ‘World Language Day’ challenges systems of privilege that organize the study of ‘foreign’ and ‘world’ languages. Through discursive framing, participants’ written responses reveal an alignment with hegemonic ideologies of race and nation that elevate English monolingualism as a proxy for a White, virtuous cultural order within which ‘World language’ education safely—and additively—finds its place.
CITATION STYLE
Schwartz, A., & Boovy, B. (2017). Mapping Monolingualism within a Language/Race Cartography: Reflections and Lessons Learned from ‘World Languages and Cultures Day.’ L2 Journal, 9(1). https://doi.org/10.5070/l29131080
Mendeley helps you to discover research relevant for your work.