Мультилингвальная педагогика неолиберального времени: расчистка территории и планирование движения вперед

Социальные и гуманитарные науки на Дальнем Востоке. 2016. Т. 50. № 2. С. 10–21.

Канагараджа С.

Translator: Rivlina A. A., З. Г. Прошина

Recently, many publications address the ways teachers and institutions in higher education should accommodate multilingualism in redesigning their pedagogies and curriculum in response to the social, educational, and communicative changes unleashed by globalization (see Byram, 2008; Martins, 2015). Beyond revising existing pedagogies, these publications consider how we might reconfigure our fields, establishing collaboration between different academic departments and between the academy and non-academic agencies. They rightly treat multilingual education as relevant for all learners, not just international students, in the current social and economic conditions. While these initiatives are admirable, we have to be alert to the conditions motivating these changes and the ends of these educational agendas. There are always ethical concerns as to who benefits from instructional reform. I attempt to disentangle the competing interests behind these changes so that we might design multilingualism and multilingual pedagogies to serve more ethical, inclusive, and democratic objectives.

Keywords: неолиберализм, multilingualism, мультилингвизм, Neoliberalism, translingualism, транслингвизм