Karen Risager
Biographic Data
| ID | 274107 |
|---|---|
| NAME | Karen Risager |
| GIVEN NAMES | Karen |
| FAMILY NAME | Risager |
| SIGNATURE | RISAGER K |
| AFFILIATIONS | Roskilde University |
| ORCID | 0000-0001-8507-1200 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Agar, Michael
Michael Agar was a well‐known researcher in linguistic anthropology. In the field of applied linguistics more generally he is especially known for his path‐breaking work on “langua‐culture,” a concept that calls attention to the inextricable bond between language and culture.
A cycle model of intercultural learning
This article presents a model of intercultural learning that may be used in the planning and implementation of citizenship education in foreign/second/world language teaching. The Cycle model of intercultural learning aims at the development of global citizenship and comprises four phases: noticing, comparing, reflecting and interaction. Among the central concepts are critical cultural awareness, perspective awareness, local and global contextual…
Analysing culture in language learning materials
This introduction contains three parts: First, a presentation of the timeline, including the selection of target languages. Second, an overview of trends of development in the international research field from the 1960s up until today. Third, a list of categories used in the subsequent table of annotated works
Language, Culture, and Context
This entry deals with a number of central aspects of the ongoing discussions of the complex relationships between language, culture, and context in the field of language studies. It starts with some proposals concerning the relationships of language to culture, and goes on to describe the concept of linguaculture (or languaculture), or, in other words, culture in language, the culturality of language, or the cultural dimensions of language. Three…
Language textbooks
What images of the world do we find in language textbooks? What countries and continents are favoured, what key problems of the world are mentioned and taken up, what segments of the world’s populations are represented and how, what role is given to the understanding of world history, colonialism and imperialism, what role is given to the understanding of transnational processes? Are there blind spots in the representation of the world? This arti…
Linguaculture
This entry presents the concept of linguaculture (or languaculture) by following the history of the concept from the 1980s until today. The concept focuses on and specifies the relationship between language and culture. Originally it was introduced by linguistic anthropologists (Friedrich and Agar) to encompass the single universe of language and (the verbal aspects of) culture (e.g., rural southern Vermont linguaculture). Later it was taken up b…
Representations of the World in Language Textbooks
Representations of the World in Language Textbooks
This book presents a new and comprehensive framework for the analysis of representations of culture, society and the world in textbooks for foreign and second language learning. It points to the need for language learning materials to deal seriously with knowledge about the world, including its diversities and problems
Culture in Textbook Analysis and Evaluation
Textbooks often play a central role in the formal teaching of foreign and second languages, especially at beginning level. To this day, much language teaching is structured by published textbooks, even if it is supplemented with other materials from the Internet or elsewhere. In view of the importance of textbooks in providing learners with their first authoritative glimpses of the target culture, only a little work in applied linguistics has exp…
Culture and Context
Large parts of structural and functional linguistics have been developed and practiced without any reference to the role of language in culture and society. In applied linguistics, in contrast, the separation between language and culture is not possible because the very purpose of applied linguistics is to investigate the interface between language practices and other cultural and social practices in the real world, whether the primary aim is imp…
Culture
References to “culture” have become more and more prominent in applied linguistics, especially since the 1980s. The term has typically been used in order to highlight the (supposed) intimate relationship between language and culture in a number of disciplines such as intercultural pragmatics, intercultural communication, and intercultural learning as part of foreign and second language learning.
Linguaculture
Linguaculture (or languaculture) is a term that focuses on culture in language or the cultural dimensions of language.
Language hierarchies at the international university
This article presents a framework for the analysis of language hierarchies at the international university. Taking into consideration that more than 50 different languages may be present among the language resources of students and staff, the article approaches the problem of how one can analyze practices of hierarchization, inclusion and exclusion of languages in a de facto multilingual setting such as a university. The major analytical categori…
The cultural dimensions of language teaching and learning
Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content : the images of target language countries and the world that were offered in textbooks and presented in class. The next dimension was that of the learner : the (inter)cultural learning, competence and identity of the learner or subject. The next d…
Language and Culture Pedagogy
How can we envisage a new language and culture pedagogy that breaks with the tradition of viewing language as part of a closed national universe of culture, history, people and mentality, and begins to see itself as a field operating in a complex and dynamic world characterised by transnational flows of people, commodities and ideas? Initially, to understand the field and its current challenges, we must understand its history, and the first part …
Sprogmødet Set Med Kulturteoretiske Briller
The aim of this article is to show how language studies and cultural studies can develop the interface between the two fields of study through a focus on language as culture. Here the emphasis is not on the form aspect of language - its grammar and phonology - but on the content side, its meaning-carrying and meaningcreating aspect. The article looks at language and language encounters through culture - theoretical glasses. It analyses linguistic…
Language and Culture
The book presents a new theory of the relationship between language and culture in a transnational and global perspective. The view is that languages spread across cultures, and cultures spread across languages, or in other words, that linguistic and cultural practices flow through social networks in the world along partially different paths.
Language and culture
Chapter 10. Cultural Contexts
Language and culture teaching. Foreign languages and Danish as a second language
Article Language and culture teaching. Foreign languages and Danish as a second language was published on February 11, 2003 in the journal International Journal of the Sociology of Language (volume 2003, issue 159)
Marcyliena Morgan
Anmeldes af Karen Risager
International cultural studies at Roskilde university
The paper describes Cultural Studies in the distinctive project‐based degree programmes, basic and specialised, at Roskilde University Centre (RUC). The orientation, in keeping with the traditions of RUC, is interdisciplinary and thematic, with an emphasis on the social and human sciences. The work is required to incorporate the perspectives of Science, Language and Literature, History, and Psychology and the Social Sciences. Students work togeth…
What did You Learn in French Today
Preview this article: What did You Learn in French Today?, Page 1 of 1 /docserver/preview/fulltext/itl.53.02and-1.gif
Language textbooks
What images of the world do we find in language textbooks? What countries and continents are favoured, what key problems of the world are mentioned and taken up, what segments of the world’s populations are represented and how, what role is given to the understanding of world history, colonialism and imperialism, what role is given to the understanding of transnational processes? Are there blind spots in the representation of the world? This arti…
Language hierarchies at the international university
This article presents a framework for the analysis of language hierarchies at the international university. Taking into consideration that more than 50 different languages may be present among the language resources of students and staff, the article approaches the problem of how one can analyze practices of hierarchization, inclusion and exclusion of languages in a de facto multilingual setting such as a university. The major analytical categori…
A cycle model of intercultural learning
This article presents a model of intercultural learning that may be used in the planning and implementation of citizenship education in foreign/second/world language teaching. The Cycle model of intercultural learning aims at the development of global citizenship and comprises four phases: noticing, comparing, reflecting and interaction. Among the central concepts are critical cultural awareness, perspective awareness, local and global contextual…
Analysing culture in language learning materials
This introduction contains three parts: First, a presentation of the timeline, including the selection of target languages. Second, an overview of trends of development in the international research field from the 1960s up until today. Third, a list of categories used in the subsequent table of annotated works
The cultural dimensions of language teaching and learning
Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content : the images of target language countries and the world that were offered in textbooks and presented in class. The next dimension was that of the learner : the (inter)cultural learning, competence and identity of the learner or subject. The next d…
What did You Learn in French Today
Preview this article: What did You Learn in French Today?, Page 1 of 1 /docserver/preview/fulltext/itl.53.02and-1.gif
International cultural studies at Roskilde university
The paper describes Cultural Studies in the distinctive project‐based degree programmes, basic and specialised, at Roskilde University Centre (RUC). The orientation, in keeping with the traditions of RUC, is interdisciplinary and thematic, with an emphasis on the social and human sciences. The work is required to incorporate the perspectives of Science, Language and Literature, History, and Psychology and the Social Sciences. Students work togeth…
Marcyliena Morgan
Anmeldes af Karen Risager
Language and culture teaching. Foreign languages and Danish as a second language
Article Language and culture teaching. Foreign languages and Danish as a second language was published on February 11, 2003 in the journal International Journal of the Sociology of Language (volume 2003, issue 159)
Language and Culture
The book presents a new theory of the relationship between language and culture in a transnational and global perspective. The view is that languages spread across cultures, and cultures spread across languages, or in other words, that linguistic and cultural practices flow through social networks in the world along partially different paths.
Language and culture
Chapter 10. Cultural Contexts
Language and Culture Pedagogy
How can we envisage a new language and culture pedagogy that breaks with the tradition of viewing language as part of a closed national universe of culture, history, people and mentality, and begins to see itself as a field operating in a complex and dynamic world characterised by transnational flows of people, commodities and ideas? Initially, to understand the field and its current challenges, we must understand its history, and the first part …
Sprogmødet Set Med Kulturteoretiske Briller
The aim of this article is to show how language studies and cultural studies can develop the interface between the two fields of study through a focus on language as culture. Here the emphasis is not on the form aspect of language - its grammar and phonology - but on the content side, its meaning-carrying and meaningcreating aspect. The article looks at language and language encounters through culture - theoretical glasses. It analyses linguistic…
The cultural dimensions of language teaching and learning
Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content : the images of target language countries and the world that were offered in textbooks and presented in class. The next dimension was that of the learner : the (inter)cultural learning, competence and identity of the learner or subject. The next d…
Culture in Textbook Analysis and Evaluation
Textbooks often play a central role in the formal teaching of foreign and second languages, especially at beginning level. To this day, much language teaching is structured by published textbooks, even if it is supplemented with other materials from the Internet or elsewhere. In view of the importance of textbooks in providing learners with their first authoritative glimpses of the target culture, only a little work in applied linguistics has exp…
Culture and Context
Large parts of structural and functional linguistics have been developed and practiced without any reference to the role of language in culture and society. In applied linguistics, in contrast, the separation between language and culture is not possible because the very purpose of applied linguistics is to investigate the interface between language practices and other cultural and social practices in the real world, whether the primary aim is imp…
Culture
References to “culture” have become more and more prominent in applied linguistics, especially since the 1980s. The term has typically been used in order to highlight the (supposed) intimate relationship between language and culture in a number of disciplines such as intercultural pragmatics, intercultural communication, and intercultural learning as part of foreign and second language learning.
Linguaculture
Linguaculture (or languaculture) is a term that focuses on culture in language or the cultural dimensions of language.
Language hierarchies at the international university
This article presents a framework for the analysis of language hierarchies at the international university. Taking into consideration that more than 50 different languages may be present among the language resources of students and staff, the article approaches the problem of how one can analyze practices of hierarchization, inclusion and exclusion of languages in a de facto multilingual setting such as a university. The major analytical categori…
Representations of the World in Language Textbooks
Representations of the World in Language Textbooks
This book presents a new and comprehensive framework for the analysis of representations of culture, society and the world in textbooks for foreign and second language learning. It points to the need for language learning materials to deal seriously with knowledge about the world, including its diversities and problems
Linguaculture
This entry presents the concept of linguaculture (or languaculture) by following the history of the concept from the 1980s until today. The concept focuses on and specifies the relationship between language and culture. Originally it was introduced by linguistic anthropologists (Friedrich and Agar) to encompass the single universe of language and (the verbal aspects of) culture (e.g., rural southern Vermont linguaculture). Later it was taken up b…
Language, Culture, and Context
This entry deals with a number of central aspects of the ongoing discussions of the complex relationships between language, culture, and context in the field of language studies. It starts with some proposals concerning the relationships of language to culture, and goes on to describe the concept of linguaculture (or languaculture), or, in other words, culture in language, the culturality of language, or the cultural dimensions of language. Three…
Language textbooks
What images of the world do we find in language textbooks? What countries and continents are favoured, what key problems of the world are mentioned and taken up, what segments of the world’s populations are represented and how, what role is given to the understanding of world history, colonialism and imperialism, what role is given to the understanding of transnational processes? Are there blind spots in the representation of the world? This arti…
A cycle model of intercultural learning
This article presents a model of intercultural learning that may be used in the planning and implementation of citizenship education in foreign/second/world language teaching. The Cycle model of intercultural learning aims at the development of global citizenship and comprises four phases: noticing, comparing, reflecting and interaction. Among the central concepts are critical cultural awareness, perspective awareness, local and global contextual…
Analysing culture in language learning materials
This introduction contains three parts: First, a presentation of the timeline, including the selection of target languages. Second, an overview of trends of development in the international research field from the 1960s up until today. Third, a list of categories used in the subsequent table of annotated works
Agar, Michael
Michael Agar was a well‐known researcher in linguistic anthropology. In the field of applied linguistics more generally he is especially known for his path‐breaking work on “langua‐culture,” a concept that calls attention to the inextricable bond between language and culture.
Linguistics (17 works) · Sociology (17 works) · Philosophy (15 works) · Computer Science (12 works) · Second Language Learning and Teaching (12 works) · EFL/ESL Teaching and Learning (10 works) · Psychology (10 works) · Multilingual Education and Policy (9 works) · Pedagogy (7 works) · Philosophy (6 works)