“By vying for linguistic recognition in spaces to which they are clearly allochthonous (originating from another territory), Canadian L2 teacher training programs enable non-Indigenous languages, like French and English, to plant flags instead of seeds.
What may, however, be possible in the L2 classroom are de/colonizing efforts, which critically analyze the local and global sprawl of French and English, sensitizing language learners to the socioecological toll that colonialism has brought to the land they currently reside on.
Landguaging is a series of arts-based teacher-reflection activities designed to support instructors of imperial languages in becoming sensitive to the land by connecting their language-teaching and learning experiences to the territories they occurred on. Using externalization techniques and arts-based portraiture, instructors are guided to reflect upon and confront the allochthonous nature of their French and English-teaching in Canada (and elsewhere), and commit to creating inclusive, plurilingual pedagogies (Chung & Chung Arsenault, in press).”
My entire entry can be read here: https://bild-lida.ca/blog/uncategorized/the-art-of-landguaging-across-borders-land-sensitive-curriculum-for-imperial-language-teachers-by-rhonda-chung/
BILD is a critical sociolinguistic blog started by members of McGill University's Department of Integrated Studies in Education with the goal of discussing our language experiences in the multilingual setting of Montreal.