Open AccessBook
Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity
TLDR
Interaction in the Language Curriculum offers an innovative theory of language education integrating curriculum practice, research and teaching It emphasises the interdependence of knowledge and values and stresses the central importance of learning as a social process as mentioned in this paper.Abstract:
Interaction in the Language Curriculum offers an innovative theory of language education integrating curriculum practice, research and teaching It emphasises the interdependence of knowledge and values and stresses the central importance of learning as a social processLeo van Lier argues that moral as well as intellectual and practical principles must underlie curriculum development and everyday teaching, captured in his triple focus on Awareness, Autonomy, and Authenticity In addition to its rich grounding in language education practice, the book draws support for his position from diverse sources in sociology, philosophy and cognitive science, from the work of Bourdieu, Giddens, Wittgenstein, Peirce, Vygotsky, Bakhtin, and Dewey In the current broadening context of language education this study makes an important contribution to research It presents a coherent philosophical theory as well as considering practical issues in implementation of a new language curriculum As such, it will be of great benefit to teachers, applied linguists and educationalists generallyread more
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Developing the theory of formative assessment
Paul Black,Dylan Wiliam +1 more
TL;DR: In this paper, the authors propose a framework for defining and delimiting formative assessment within broader theories of pedagogy, which can also unify the diverse set of practices which have been described as formative.
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Toward a Postmethod Pedagogy
Abstract: As a consequence of repeatedly articulated dissatisfaction with the limitations of the concept of method and the transmission model of teacher education, the L2 profession is faced with an imperative need to construct a postmethod pedagogy. In this article, I conceptualize the parameters of a postmethod pedagogy, offer suggestions for implementing it, and then raise questions and concerns that might come up in implementing it. Visualizing a three-dimensional system consisting of the parameters of particularity, practicality, and possibility, I argue that a postmethod pedagogy must (a) facilitate the advancement of a context-sensitive language education based on a true understanding of local linguistic, sociocultural, and political particularities; (b) rupture the reified role relationship between theorists and practitioners by enabling teachers to construct their own theory of practice; and (c) tap the sociopolitical consciousness that participants bring with them in order to aid their quest for identity formation and social transformation. Treating learners, teachers, and teacher educators as coexplorers, I discuss their roles and functions in a postmethod pedagogy. I conclude by raising the prospect of replacing the limited concept of method with the three pedagogic parameters of particularity, practicality, and possibility as organizing principles for L2 teaching and teacher education.
Journal ArticleDOI
Authentic materials and authenticity in foreign language learning
TL;DR: This article reviewed some of the wide-ranging issues and research surrounding authentic materials and authenticity in foreign language learning and examined the reasons behind resistance to change in curriculum and materials design and possible future directions.
Book
Language in Late Modernity: Interaction in an Urban School
TL;DR: The study of teenagers in the classroom, and how they interact with one another and their teachers, can tell us a great deal about late-modern society as mentioned in this paper, and Ben Rampton presents the extensive sociolinguistic research he carried out in an inner-city high school.