The pandemic and the language education ideological turn: From a semiotic assemblage perspective

Otsuji, E

The pandemic and the language education ideological turn: From a semiotic assemblage perspective

Otsuji, E

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Publisher:: Sangensha
Publication Type:: Chapter
Citation:: Kotaba to Shakai, 2022, 24, pp. 109-134
Issue Date:: 2022-10-25

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Field	Value	Language
dc.contributor.author	Otsuji, E https://orcid.org/0000-0003-3318-0995
dc.date.accessioned	2023-01-26T10:30:44Z
dc.date.available	2023-01-26T10:30:44Z
dc.date.issued	2022-10-25
dc.identifier.citation	Kotaba to Shakai, 2022, 24, pp. 109-134
dc.identifier.isbn	9784883035557
dc.identifier.uri	http://hdl.handle.net/10453/165493
dc.description.abstract	The recent rapid spread and advancement of digital technology have brought about a different type of temporal and spatial entanglement (Pennycook & Otsuji, 2019). Everyday life has become a complex intertwining of space, people, objects, politics, economy, time and language, but this has become even more pronounced during and after the COVID pandemic. With these changes, Lo Bianco (2021) argues there is a large gap between language education and everyday language activities, and we need to think about language and language education ideologies differently by incorporating the role that technology takes in making meanings and language education. Following this note, this paper suggests an epistemological shift from methodological individualism in language education, where language and its competency are seen as properties of the individual, to a posthumanism approach to language education by understanding language and meanings in terms of ‘semiotic assemblages’. ‘Semiotic assemblages’ conceive language as an emergent and dynamic property produced through the coming together of objects, people, various senses (sounds, colours, smells), linguistic and semiotic resources, as well as the politics, history, culture and society (Pennycook 2017; Pennycook & Otsuji, 2017) rather than regarding language as an independent system that can be ‘acquired’ by humans. This view allows materials (and technologies) to be taken more seriously by endorsing them with agentic capacity in making meaning and therefore is seen as useful in thinking about language education, especially in the post-COVID era, where a new type of spatiotemporal and material entanglement emerged.
dc.language	en
dc.publisher	Sangensha
dc.relation.ispartof	Kotaba to Shakai
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	The pandemic and the language education ideological turn: From a semiotic assemblage perspective
dc.type	Chapter
utslib.citation.volume	24
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2023-01-26T10:30:41Z
pubs.place-of-publication	Tokyo
pubs.publication-status	Published
pubs.volume	24
dc.location	Tokyo

Abstract:

The recent rapid spread and advancement of digital technology have brought about a different type of temporal and spatial entanglement (Pennycook & Otsuji, 2019). Everyday life has become a complex intertwining of space, people, objects, politics, economy, time and language, but this has become even more pronounced during and after the COVID pandemic. With these changes, Lo Bianco (2021) argues there is a large gap between language education and everyday language activities, and we need to think about language and language education ideologies differently by incorporating the role that technology takes in making meanings and language education. Following this note, this paper suggests an epistemological shift from methodological individualism in language education, where language and its competency are seen as properties of the individual, to a posthumanism approach to language education by understanding language and meanings in terms of ‘semiotic assemblages’. ‘Semiotic assemblages’ conceive language as an emergent and dynamic property produced through the coming together of objects, people, various senses (sounds, colours, smells), linguistic and semiotic resources, as well as the politics, history, culture and society (Pennycook 2017; Pennycook & Otsuji, 2017) rather than regarding language as an independent system that can be ‘acquired’ by humans. This view allows materials (and technologies) to be taken more seriously by endorsing them with agentic capacity in making meaning and therefore is seen as useful in thinking about language education, especially in the post-COVID era, where a new type of spatiotemporal and material entanglement emerged.

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http://hdl.handle.net/10453/165493