Postmonolingual curriculum theorising, crisis communications, and language(s) education: learning from Bourdieu's method of thinking

This study of Bourdieu's method of thinking through capitalist crises and socioeconomic transformations examines the research practices involved in the process of developing Franco-Algerian thinking tools. It shows how Bourdieu (布迪厄, Bùdíè) makes an original contribution to knowledge by using two types of practices for theorising, specifically by identifying meaningfully concepts in one language for use in another, and by using the selected concepts to provide a meaning to the situation in which these languages coexist. A model of postmonolingual curriculum theorising is posited in terms of a method of thinking critically about the tensions between multilingualism and monolingualism in curriculum and curriculum research. Implications for both the theory and practice of integrating of crisis communication studies related to the COVID-19 pandemic into localisation/globalisation of Hànyǔ education are offered. Concepts in 汉语 (Hànyǔ, Hàn people's language) are used throughout this study to break with research which is primarily produced in 英语 (Yīngyǔ, English) and to give a sense of postmonolingual theorising. This study introduces the concept ‘Knowledge and Languages Integrated Learning’ (KLsIL) as a critical alternative to the ambiguous Yīngyǔ-centric notion of content and language integrated learning (CLIL).