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<title><string language="fre"><![CDATA[Robert J. Fouser - Cold War Cosmopolitanism and Theorization of “Culture” and of the “Native Speaker” in Foreign Language Education in the United States from 1945-1970]]></string></title>
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<string language="fre"><![CDATA[In
this paper, I will explore the relationship between Cold War cosmopolitanism
and theorization of the role of culture and of the “native speaker” in foreign
language education from 1945 to 1970. The term “Cold War cosmopolitanism” comes
from the research by Klein (2003, 2020) on cultural exchanges between the US
and Asian countries during the immediate postwar period. Klein argued that to
exert its influence in Asia amid competition with the Soviet Union, the US
government promoted cultural exchange, both overtly and covertly, between the
US and Asia to strengthen its hand in the competition with the Soviet Union. Similar
cultural exchanges were promoted with Western European countries, particularly
West Germany and Italy, and throughout Latin America. Cosmopolitanism was
promoted to counter the isolationist tendencies that prevailed in the 1920s and
1930s. It also informed the development of more specialized area studies
programs in US universities, such as Chinese and Japanese studies, which
included language teaching and scholarly exchange.
 
The
teaching of foreign languages and cultural exchange were viewed as an essential
element in building cosmopolitan solidarity and, from 1946 to 1961, a series of
policies, which culminated in the The Mutual Educational and Cultural Exchange
Act of 1961(Fulbright–Hays Act), were implemented to promote these goals. As
the cosmopolitan zeitgeist spread, Audiolingual theorists, such as Charles C. Fries
and his protégé Robert Lado, elevated the place of “culture,” which ranges from
high culture to material culture to everyday mores, in language teaching. The
primacy of the native speaker, defined as an educated speaker of the “standard”
variety of language, in Audiolingual theory led to a focus on the native
speaker as a repository of culture, particularly as it related to everyday
mores and social norms. The importance of the native speaker as a model of
spoken language and as a source of cultural knowledge, stimulated efforts to
bring learners in contact with native speakers in the US and by sending them
abroad for various learning experiences. Examples of these efforts include the
development of language houses on US university campuses, study abroad
programs, student exchange programs, and teacher exchange programs. 
 
Many of the practices established during
this period remain an integral part of language education in the US,
particularly at the university level.
The
research draws on a variety of primary and secondary sources from the period,
such as scholarly articles, policy documents, new reports, and professional
newsletter articles to show how researchers, practitioners, and policy makers
developed and applied theories regarding the importance of culture and the role
of the native speakers in the broader project of promoting cosmopolitan
solidarity between the US and its allies/client states during the height of the
Cold War.
 
Selected References:
 
Coombs,
P. H. (1964). The fourth dimension of foreign policy: Educational and
cultural affairs. New York: Harper & Row.
 
Fries,
C. C. (1945). Teaching and learning English as a foreign language. Ann
Arbor: Univ. of Michigan Press.
 
Klein,
C. (2003). Cold War orientalism: Asia in the middlebrow imagination,
1945-1961. Berkeley, Calif: Univ. of California Press.
 
Klein, C. (2020). Cold war
cosmopolitanism: Period style in 1950s Korean cinema. Berkeley, Calif: Univ. of California
Press. DOI: https://doi.org/10.1525/luminos.85
 
Lado,
R. (1964). Language teaching, a scientific approach. New York,
McGraw-Hill.
 
Parker,
W. R., U.S. National Commission for UNESCO., & United States. (1957). The
national interest and foreign languages: A discussion guide and work paper.
Washington, D.C: G.P.O.]]></string></description>
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