Language Education and ‘Conflicted Heritage’: Implications for Teaching and Learning

Abstract

AbstractThis article revisits discussions of the relationship between language and heritage, bringing into the picture processes and experiences of (in)security and conflict. It draws largely on critical heritage studies literature, as well as on literature that deals with managing heritage in postconflict situations, and uses insights and concepts from this literature to inform current debates in modern language education and heritage language education in particular. Using the notion of conflicted heritage, it focuses on a particular type of language class, Turkish classes in Greek‐Cypriot educational settings, where the target language has been part of a long history of conflict. The discussion of these classes reveals the role that language education can potentially play in wider social and political processes of managing a conflicted heritage as a society attempts to move beyond a conflict‐troubled past. Finally, the article points to the implications for language education when a language is associated with a conflicted heritage and discourses of (in)security.