Remembering Boris Badenov and Natasha Fatale: Teaching the 'Language of the Enemy' in U.S. Public Schools
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| Title: | Remembering Boris Badenov and Natasha Fatale: Teaching the 'Language of the Enemy' in U.S. Public Schools |
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| Language: | English |
| Authors: | Reagan, Timothy |
| Source: | Educational Foundations. Spr 2022 35(1):129-147. |
| Availability: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Second Language Learning, Second Language Instruction, Uncommonly Taught Languages, Indo European Languages, Arabic, Teaching Methods, International Relations, Educational History, Bias, Soft Skills, Cultural Awareness, Mass Media Role, Public Schools, Language Attitudes, Cartoons, Elementary Secondary Education, Kindergarten, Language Enrollment, German, Russian, Chinese, Spanish, Japanese, Latin, French, American Sign Language, Bilingual Education, Political Attitudes |
| ISSN: | 1047-8248 |
| Abstract: | While there are many difficulties faced by world language educators, both teachers and students of certain languages--languages commonly identified with countries and cultures deemed to be hostile to the United States--often find themselves in uniquely paradoxical situations. This article begins with a brief anecdotal description of the personal challenge of speaking a "language of the enemy," and then turns to a discussion of world language education in the United States, emphasizing the distinction between the commonly taught languages (CTLs) and the less commonly taught languages (LCTLs). Next, an overview of linguistic bias in the history of world language education, focusing on the cases of German and Russian, as well as both Farsi and Arabic, is provided, followed by a discussion of the uses of "soft power" in the promotion of a country's language and culture. After a brief analysis of the role of media in constructing images of different languages for public consumption, and the impact of such media efforts on the teaching of some of the LCTLs, the article concludes with a discussion of the fundamental dilemma that we face in teaching what are considered by many Americans to be the "languages of the enemy." |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1358848 |
| Database: | ERIC |
| Abstract: | While there are many difficulties faced by world language educators, both teachers and students of certain languages--languages commonly identified with countries and cultures deemed to be hostile to the United States--often find themselves in uniquely paradoxical situations. This article begins with a brief anecdotal description of the personal challenge of speaking a "language of the enemy," and then turns to a discussion of world language education in the United States, emphasizing the distinction between the commonly taught languages (CTLs) and the less commonly taught languages (LCTLs). Next, an overview of linguistic bias in the history of world language education, focusing on the cases of German and Russian, as well as both Farsi and Arabic, is provided, followed by a discussion of the uses of "soft power" in the promotion of a country's language and culture. After a brief analysis of the role of media in constructing images of different languages for public consumption, and the impact of such media efforts on the teaching of some of the LCTLs, the article concludes with a discussion of the fundamental dilemma that we face in teaching what are considered by many Americans to be the "languages of the enemy." |
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| ISSN: | 1047-8248 |
