eprintid: 42646 rev_number: 7 eprint_status: archive userid: 1343 dir: disk0/00/04/26/46 datestamp: 2021-02-17 10:41:27 lastmod: 2021-10-27 13:39:00 status_changed: 2021-02-17 10:41:27 type: article metadata_visibility: show creators_name: Hartwell, Laura M. creators_idrefppn: 146750713 title: Portraying the language-culture link through spatial representation in three US language textbooks ispublished: pub subjects: subjects_LANG abstract: This paper investigates the representation of "linguistic space", in three recent foreign language textbooks published in the United States of America. It follows a tradition of textbook research concerning ethnic community stereotyping and the objective of peaceful and just nation-state representation. This perspective intersects with principles of multicultural education, an important tenant of teacher education, teaching practice, and education research in the United States (cf. Banks, J. A. and McGee Banks, C.A, 2004). The premise is that no textbook is neutral, but disseminates political positions. Greater awareness of how these positions are depicted may help teachers and students to create more critical and reflective learning experiences and judgment. This paper examines the representations of where English, French and Spanish language communities are geographically situated through illustrations in language textbooks for adults published by an influential firm. A brief review of the goals and issues of both textbook research and multicultural education research will set the context for this case study. A quantitative analysis bridges three overlapping spatial facets: nation representation, land-use, and time-period. Space, which can be divided into spatial gradients for analysis, has been accorded attention in the fields of geography and sociology. Sociologists Lobao et al (2007) summarize four existing trends in discipline-wide research when considering space inequality: (1) space distribution, use, and experience across lines of class, gender, and race/ethnicity; (2) as a channel or amplifier of inequality, such as in schools; (3) its creation through uneven development by date: 2011 date_type: published publisher: LAIRDIL official_url: https://hal.archives-ouvertes.fr/hal-02915259 faculty: other divisions: other language: en has_fulltext: TRUE view_date_year: 2011 full_text_status: public publication: Etudes en didactique des langues refereed: TRUE issn: 2258-1510 harvester_local_overwrite: eprintid harvester_local_overwrite: userid harvester_local_overwrite: date harvester_local_overwrite: official_url harvester_local_overwrite: issn harvester_local_overwrite: dir harvester_local_overwrite: publisher harvester_local_overwrite: creators_name harvester_local_overwrite: faculty harvester_local_overwrite: note harvester_local_overwrite: site harvester_local_overwrite: abstract harvester_local_overwrite: title harvester_local_overwrite: publication harvester_local_overwrite: type harvester_local_overwrite: date_type harvester_local_overwrite: language harvester_local_overwrite: pending harvester_local_overwrite: ispublished harvester_local_overwrite: refereed harvester_local_overwrite: divisions harvester_local_overwrite: subjects harvester_local_overwrite: creators_idrefppn site: ut1 citation: Hartwell, Laura M. (2011) Portraying the language-culture link through spatial representation in three US language textbooks. Etudes en didactique des langues. document_url: https://publications.ut-capitole.fr/id/eprint/42646/1/EDL%2018%20-%20Espace%20Hartwell.pdf