L2 Journal: An Open Access Refereed Journal for World Language Educators

This paper argues that any approach to the teaching of history in the second language classroom must consider how history is constructed and what is at stake in such representations. Doing so opens up the possibility of developing students’ symbolic competence through critical reflexivity at three interrelated levels: 1) language itself as wielding symbolic power in the construction and representation of history; 2) the subject positions available through language to negotiate or to alter these constructions; and 3) the larger ideologies and structures of power that operate on language use, historical constructions, and options for negotiating subject positions. Using an example from a textbook, I analyze how the history of the Conquest of the Americas is constructed while demonstrating that what is at stake is the reproduction of the colonial narrative and the negation of other historical representations. At the same time students are positioned as tourists and cultural consumers who are positioned outside of history. I then describe classroom activities that can be usedto modify the textbook activities in order to interrogate meaning-making processes that recognize the emotional resonances and embodied histories of the students as they use language to critically engage in the contested spaces of history and memory.