Sloganization in Language Education Discourse Full details of all our publications can be found on http://www.m ultilingual- matters.com, or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK. Sloganization in Language Education Discourse Conceptual Thinking in the Age of Academic Marketization Edited by Barbara Schmenk, Stephan Breidbach and Lutz Küster MULTILINGUAL MATTERS Bristol • Blue Ridge Summit DOI https://doi.org/10.21832/SCHMEN1862 Library of Congress Cataloging in Publication Data Library of Congress Cataloging in Publication Control Number: 2018026959 A catalog record for this book is available from the Library of Congress. British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library. ISBN-13: 978-1-78892-186-2 (hbk) ISBN-13: 978-1-78892-185-5 (pbk) Multilingual Matters UK: St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK. USA: NBN, Blue Ridge Summit, PA, USA. 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Printed and bound in the US by Thomson-Shore, Inc. Contents Contributors vii 1 Sloganization in Language Education Discourse: Introduction 1 Barbara Schmenk, Stephan Breidbach and Lutz Küster 2 We Innovators 19 David Gramling 3 The Only Turn Worth Watching in the 20th Century is Tina Turner’s: How the Sloganization of Foreign Language Research Can Impede the Furthering of Knowledge and Make Life Diffi cult for Practitioners 42 Dietmar Rösler 4 Slo(w)ganization. Against the Constant Need for Re-inventing the Discourse on Language Education: The Case of ‘Multiple Intelligences’ 57 Gerhard Bach 5 Just Another Prefi x? From Inter- to Transcultural Foreign Language Learning and Beyond 72 Britta Viebrock 6 On Common ‘Exposure’ and Expert ‘Input’ in Second Language Education and Study Abroad 94 John L. Plews 7 What on Earth is ‘Language Commodifi cation’? 121 David Block 8 Superdiversity and Why It Isn’t: Refl ections on Terminological Innovation and Academic Branding 142 Aneta Pavlenko 9 Sloganization: Yet Another Slogan? 169 Barbara Schmenk, Stephan Breidbach and Lutz Küster Index 176 v Contributors Gerhard Bach is Professor Emeritus of TESOL methodology at the University of Bremen, Germany. There he directed the Institute for Foreign Language Learning and Multilingualism (Inform) and its inter- national research branch and doctoral program (Langscape) until 2009. He now works as an independent research consultant, focusing on career planning, academic publishing and referrals. Gerhard has given keynote presentations at international conferences in Canada, England, France, Hong Kong, Ireland, Israel, Japan, Scotland and Spain. His numerous books and articles in scientifi c journals relate to research interests in the culture curriculum, CLIL methodology, theories of task-based learning, student-centered classroom approaches, the pedagogy of multiliteracies and empirical research methodologies. David Block is ICREA Research Professor in Sociolinguistics at the Universitat de Lleida (Spain). He has published on a variety of language- related topics, which he examines drawing on scholarship in political economy, sociology, anthropology, geography and education. He is author of Second Language Identities (Continuum/Bloomsbury, 2007/2014), Social Class in Applied Linguistics (Routledge, 2014) and Political Economy and Sociolinguistics: Political Economy, Neoliberalism and Social Class (Bloomsbury, 2018). At present David is writing Post-Truth, Ignorance and Corrupt Discourses for Palgrave Macmillan. He is a member of the Academy of the Social Sciences (UK) and editor of the Routledge book series Language, Society and Political Economy. Stephan Breidbach worked as a secondary school teacher of English as a foreign language for several years. He received his PhD from the University of Bremen before joining the Humboldt-Universität zu Berlin, where he has worked as Professor of English Language Education and Pedagogy since 2009. Stephan’s research interests include conceptualizations of lan- guage education, content-and-language-integrated learning (CLIL), lan- guage teacher identity and professional development. He also takes a special interest in language education policies in transforming societies. He is co-coordinator of Langscape together with Lutz Küster. vii viii Sloganization in Language Education Discourse David Gramling researches primarily in applied linguistics, translation studies and literary studies. With Chantelle Warner, he has edited the interdisciplinary journal Critical Multilingualism Studies (cms.arizona. edu) since 2012. He is the editor of the Translations section of Transgender Studies Quarterly and writes regularly on queer approaches to translation and multilingualism. With Aron Aji, he translates the work of the Turkish- Kurdish poet Marathon Mungan. David’s monograph The Invention of Monolingualism (Bloomsbury, 2016) won the Book Award of the American Association for Applied Linguistics in 2018. He currently serves as Director of Graduate Studies in the Department of German Studies at the University of Arizona, where he is an Associate Professor. Lutz Küster is Professor of Teaching Romance Languages and Literatures at Humboldt-University of Berlin, Germany. He is co-coordinator of Langscape, an international research network for the study of multilin- gualism and language teaching methodology, co-editor of Fremdsprachen Lehren und Lernen, a journal on topics in foreign language education, and director of Klett Akademie für Fremdsprachendidaktik – Französisch. Lutz’s main research areas are multiliteracies and education, intercultural learning, identity and motivational aspects of foreign language learning, and literary studies. Aneta Pavlenko is Research Professor of Applied Linguistics at the University of Oslo. Her research examines the relationship between mul- tilingualism, cognition and emotions. She has testifi ed in court as an expert in forensic linguistics, lectured widely in North America, Europe and Asia, and authored more than a hundred articles and 10 books, the most recent of which is The Bilingual Mind: And What it Tells us about Language and Thought (Cambridge University Press, 2014). Aneta is former President of the American Association for Applied Linguistics and winner of the 2006 BAAL Book of the Year Award and the 2009 TESOL Award for Distinguished Research. John L. Plews is Professor of German at Saint Mary’s University, Halifax, Canada, and Director of the Canadian Summer School in Germany. He earned a PhD in German literatures, languages and linguistics and a PhD in secondary education, both from the University of Alberta. His recent co-edited books include Second Language Study Abroad Programming, Pedagogy, and Participant Engagement (with K. Misfeldt, Palgrave Macmillan, 2018), Translation and Translating in German Studies (with D. Spokiene, WLU Press, 2016) and Traditions and Transitions: Curricula for German Studies (with B. Schmenk, WLU Press, 2013). John researches second language curriculum and teaching, learner identities and study abroad. Contributors ix Dietmar Rösler studied at the FU Berlin (German and media studies), where he was later awarded a PhD. He worked as a junior member of staff in the German departments of University College Dublin and the Freie Universität Berlin and as Reader in the German department of King’s College, University of London. In 1996, he was appointed Professor at Giessen University, where he was responsible for two postgraduate degree courses on German as a foreign language and on foreign language learn- ing and language technology. In 2017, Dietmar was awarded the Otto- Behaghel Senior Professorship by Gießen University. His main research areas are intercultural learning, learning material design and the role of new media in foreign language learning. Barbara Schmenk is Professor of German/Applied Linguistics at the University of Waterloo, Canada. She taught at high schools in Germany and at Clemson University, Trinity College Dublin and Ruhr-Universität Bochum. Barbara’s research publications include books and articles on gender and language, learner autonomy, governmentality and language education, conceptions of cultural learning, drama in education and teacher cognition. Britta Viebrock is Professor of TEFL Theory and Methodology and Dean of the Faculty of Modern Languages at the University of Frankfurt/Main, Germany. Her research interests include content and language integrated learning (CLIL), inter- and transcultural learning, digital und multimodal literacies, fi lm in English language teaching, teacher professionalism and qualitative research methodology as well as research ethics. Britta has published several books and numerous articles in these areas. 1 Sloganization in Language Education Discourse: Introduction Barbara Schmenk, Stephan Breidbach and Lutz Küster Think diff erent. Just do it. Because you’re worth it. A diamond is forever. Vorsprung durch Technik. Par amour du gout. La meta está en ti. Chi mi ama mi segue. I’m lovin’ it. We are surrounded by slogans. They grab our attention, they are memorable and they sell. Any successful marketing strategy involves the development of a slogan, a tagline that captures the attention of potential consumers. Slogans, according to the Entrepreneur Small Business Encyclopedia, are ‘catch phrase(s) or small group(s) of words that are combined in a special way to identify a product or company’ (Entrepreneur Media, 2017). As a linguistic packaging strategy, creating an appealing and eff ective slogan is an essential part of product branding. The emergence of slogans is by no means new. As Urdang and Robbins (1984), in their collection of more than 6000 slogans, explain: [t]hroughout history, as long as language has been employed in any form, slogans have been formulated and promulgated. As a means of focusing attention and exhorting to action they long have been and still remain most eff ective; as an aspect of language they are illustrative of the inti- mate relationship of thought, word, and deed. Although the word slogan itself takes its origin from the Gaelic sluagh-ghairm ‘host-cry,’ a battle cry of the Scottish clans, its meaning has broadened to include the catch- words and phrases used by religious, political, and other groups. Recently, we have witnessed a huge proliferation of slogans with commercial pur- pose, saturating print and electronic media. (Urdang & Robbins, 1984: 17, emphasis in original) More than 30 years after the publication of Urdang and Robbins’ collec- tion of slogans, we are witnessing an ever-increasing need to marketize almost every aspect of life, at an ever-increasing pace. The need to create new slogans has become imperative in almost all sectors of society and institutions, a development that seems inevitable in a world that is pre- dominantly constructed in current neoliberal discourses as a marketplace 1