What is language pedagogy for?

Levine, G. and Phipps, A. (2011) What is language pedagogy for? In: Levine, G. and Phipps, A. (eds.) Critical and Intercultural Theory and Language Pedagogy. Series: Issues in Lanaguage Program Direction. Cengage Learning: Boston. ISBN 9780495800071

Levine, G. and Phipps, A. (2011) What is language pedagogy for? In: Levine, G. and Phipps, A. (eds.) Critical and Intercultural Theory and Language Pedagogy. Series: Issues in Lanaguage Program Direction. Cengage Learning: Boston. ISBN 9780495800071

Full text not currently available from Enlighten.

Abstract

In this chapter the authors take a critical look at two main issues, the relationship of theory to language pedagogy, and the place of language pedagogy relative to “the state of the world.” This examination is used to set the tone and introduce the chapters of this volume, showing how language pedagogy, far from being “atheoretical” is in fact deeply infused with theory; it is always theory-driven practice. The contributions of the volume bring the paradigms of language teaching and learning, and the paradigm shifts that have been underway for some time, into focus, linking them concretely with pedagogical practice. It argues that “theory” is not a reified object but embodied in our teaching and learning practices, often in ways that are unassumed and even unrecognized. A step back to think and reflect on our practice and to consider patterns which are emergent in language pedagogy gives us an exciting glimpse of change and new directions, of new embodiments of thinking about teaching in practice. The authors suggest that language pedagogy needs emergent and critical conceptual tools to move beyond a heavily skills-based approach and take an active part in addressing the dire needs of a changed world, a globalized community in which conflicts are or should be worked out by people at every level of society. Deep knowledge of languages—or translingual and transcultural competence as formulated by the 2007 MLA Ad Hoc Committee Report (MLA, 2007)—is a crucial component of this change. To this end, picking up where the ACTFL Standards (2006) left off, the authors frame the contributions to the volume in terms of five “new C’s”: Context, Complexity, Creativity, Compassion, and Conflict. We can never be ‘after theory’ in the sense that there can be no reflective life without it. We can simply run out of particular styles of thinking as our situation changes. (Eagleton, 2003, p. 221)

Item Type:Book Sections
Status:Published
Glasgow Author(s) Enlighten ID:Phipps, Professor Alison
Authors: Levine, G., and Phipps, A.
Subjects:L Education > LB Theory and practice of education > LB2300 Higher Education
P Language and Literature > P Philology. Linguistics
College/School:College of Social Sciences > School of Education
Publisher:Cengage Learning
ISBN:9780495800071

University Staff: Request a correction | Enlighten Editors: Update this record