Diversity in (word) meaning: Reducing the risk of bias in foreign language vocabulary teaching using prototype theory

Abstract

[EN] In multifaceted and pluricultural settings, foreign language teaching is facing new challenges. This paper proposes a way to bring the concept of transcultural awareness to vocabulary teaching through the theoretical framework of prototype theory within Cognitive Semantics. Selected aspects of prototype theory are used in order to find suitable points of contact that can account for diversity in meaning. This paper argues towards an awareness of diversity in semantic meaning, using the understanding of prototype theory that categories are complex and have fuzzy boundaries. Therefore, learners can be taught a different and multifaceted understanding of word meaning on this theoretical foundation. Exploring and using prototype theory in this manner could pave the way towards teaching diversity in the foreign language classroom on a lexical level.