Cosmopolitan imaginings: creativity and responsibility in the language classroom

• Published in: Language and intercultural communication Vol. 13; no. 3; pp. 330 - 342
• Main Author: Quist, Gerdi
• Format: Journal Article
• Language: English
• Published: Routledge 29-06-2013
• Subjects: Case Studies; cosmopolitan perspectives; Creativity; Dialects; dialogic imagination; ethical intercultural engagements; Ethics; Foreign Countries; heteroglossia; Indo European Languages; Intercultural Communication; Netherlands; Oral Language; Prosocial Behavior; Role; Second Language Instruction; Second Language Learning; Self Concept; Study Abroad; sympathetic imagination; Teaching Methods; Netherlands
• ISSN: 1470-8477; 1747-759X
• DOI: 10.1080/14708477.2013.804536

Appreciating difference and combating intolerance are inadequate to effect intercultural transformative experiences in an age of complexity, ambiguities and mobilities. I argue that the tolerance view of intercultural communication is patronising and does not prepare students for future roles in which they can impact upon the world. To realise their 'obligation to others' students need the freedom to imagine themselves in roles where they engage with others in responsible ways. Utilising sympathetic and dialogic imagination opens up spaces in the classroom where learners can frame their language learning as ethical intercultural engagements. Referring to a case study of an oral presentation task in a Dutch language class as part of a modern language degree, I show how students use their creativity, cosmopolitan perspectives and multiple voices to re-author themselves as ethical future professionals.