scholarly journals Distinguishing between critical linguistics and critical language awareness: implications for first language teaching in secondary schools

2013 ◽  
Vol 26 (0) ◽  
Author(s):  
Christine Anthonissen
Keyword(s):  
Secondary Schools ◽  
Language Teaching ◽  
First Language ◽  
Language Awareness ◽  
Critical Language Awareness

scholarly journals Teaching languages in multicultural surroundings: New tendencies

2021 ◽  
Vol 25 (2) ◽  
pp. 546-568
Author(s):  
Maria Yelenevskaya ◽  
Ekaterina Protassova
Keyword(s):  
Language Teaching ◽  
Language Teachers ◽  
Language Awareness ◽  
Teaching English ◽  
Language Varieties ◽  
World Languages ◽  
Diverse Student Populations ◽  
Regional Language ◽  
Diverse Student ◽  
Critical Language Awareness

The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a perfect command of the studied languages, without considering students needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.

scholarly journals Understanding language awareness in the first language teaching in Slovenia as a “traditional monocultural“ society

2015 ◽  
Vol 3 (2) ◽  
pp. 22-31
Author(s):  
Jerca Vogel
Keyword(s):  
Critical Thinking ◽  
Cultural Awareness ◽  
Communicative Competence ◽  
Language Teaching ◽  
First Language ◽  
Language Awareness ◽  
Identity Function ◽  
Language Functions ◽  
Linguistic Activity ◽  
Development Of Language

Abstract In the didactics of the Slovenian language as the first language the term language awareness is related primarily to the identity function of standard language as the most important element of the national and cultural awareness, while the conception of language awareness, based on the functional linguistics, has been put forward only in the last decade. Therefore, the main issue is how to understand language and linguistic cultural awareness in a society which is traditionally considered “culturally monolithic”, and how they should be dealt with in the first language teaching. In attempt to find the answer, first main features of both the language and linguistic cultural awareness are presented: their levels, components and emphasized language functions. It is evident that a person’s linguistic activity and his/her linguistic identification are inseparable. Because of this, the development of language and cultural awareness in the context of two models of first language teaching is discussed later on. In the model aimed at the development of functional communicative competence they are developed optionally and unrelated to each other. Only the model which aims at critical communicative competence allows developing them closely related to each other and to critical thinking.

language teaching

2007 ◽  
Vol 40 (4) ◽  
pp. i-i
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Annual Reports ◽  
Language Awareness ◽  
Australian Association ◽  
The Pacific ◽  
Critical Language Awareness

In her review of Language Awareness (LA), Agneta Svalberg shows how its multidisciplinary nature and wide scope make it particularly suited to dealing with the complexities of language. After a brief discussion of definitions, she reviews the place of LA in teaching languages. The author considers also other aspects of LA including critical language awareness, intercultural language awareness and multilingualism.The new series of plenary and keynote speeches from international applied linguistics and second language acquisition conferences continues in this issue with an adapted version of the speech given at the Applied Linguistics Association of New Zealand symposium in 2006 by Cynthia White and with Patricia Duff's speech given at the Pacific Second Language Research Forum and Australian Association of Applied Linguistics joint conference in the same year.The present issue of Language Teaching is the last one in which we include the Abstracts section. In future volumes, starting with volume 41 in January 2008, the state-of-the-art articles will continue to present research on specific topics. A new strand of articles will survey recent second language acquisition and teaching research conducted in individual countries and another new strand will survey research on the teaching of languages other than English. The plenary and keynote speeches series, and the section with annual reports from research groups around the world will continue to feature in the new-look journal. A further section will be allocated to empirical research papers which follow a replication approach in their methodology.

A Study of Localization of Task-Based Language Teaching in China

2020 ◽  
Vol 43 (2) ◽  
pp. 205-218
Author(s):  
Chunyan Liu ◽  
Rui Guo
Keyword(s):  
Secondary Schools ◽  
Language Teaching ◽  
Language Assessment ◽  
Theory And Practice ◽  
Front Line ◽  
Classroom Strategies ◽  
Chinese Characteristics ◽  
Willingness To Use

Abstract In view of a series of challenges since Task-Based Language Teaching (TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.

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