Didactics, methodology or post-method pedagogy. Terminological highlights in the conceptualisation of language leaning and teaching

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Siylvia Velikova ◽  
◽  
◽  
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Academic Discipline ◽  
Language Education ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Teaching Language ◽  
Key Terms

This article investigates the meanings of key terms used to describe the theory and practice of language learning and teaching as an academic discipline and as a field of enquiry. The study discusses various manifestations of terminological variability and analyses four of the most frequent terms (methodology of language teaching, language didactics, language pedagogy, language education) which reveal the nature of language learning and teaching and its conceptualisation in the current “post-method” era.

language teaching

2007 ◽  
Vol 40 (1) ◽  
pp. i-i ◽  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Educational Practice ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Replication Research ◽  
Timely Response ◽  
New Research ◽  
Teaching Learning

Phil Benson's state-of-the-art review of autonomy in L2 learning and teaching is a timely response to an ever-growing interest in autonomous language learning. Focusing his attention on the recent literature, he explores how this interest in autonomy is influencing theory and practice, leading to the emergence of new research agendas in the field. He focuses particularly on the ways in which conceptions of autonomy have evolved and continue to change, and how these new conceptions fit in with broader developments in language teaching and learning theory, educational practice, and social thought.This issue includes also a call for papers on Replication Research Studies, two features marking the publication of this fortieth volume of the journal, and reports on a series of research seminars.Richard Johnstone's article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://journals.cambridge.org/jidLTA&volumeId=39&issueId=04>.

Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language

RELC Journal ◽  
2020 ◽  
pp. 003368822093922
Author(s):  
Yang Liu ◽  
Fan Fang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Theory And Practice ◽  
English Language Teaching ◽  
English Only ◽  
Positive Attitudes ◽  
Students First

This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular, this article reviews stakeholders’ attitudes towards the implementation of translanguaging in foreign language classroom settings. It is found that stakeholders generally hold positive attitudes towards translanguaging practices in various ELT contexts. This review highlights the importance of re-examining the significance of translanguaging in ELT practices, for example, by challenging the monolingual English-only language policy and recognizing students’ first language as a linguistic resource to facilitate language learning in both English language and content learning. The article concludes by offering some practical pedagogical implications for both policy makers and language practitioners.

Research on foreign language teaching and learning in Turkey (2005–2009)

2011 ◽  
Vol 44 (3) ◽  
pp. 328-353 ◽  
Author(s):  
Cem Alptekin ◽  
Sibel Tatar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Learning And Teaching ◽  
Education In Turkey

This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, foreign language learning and learners, foreign language teacher education, the four language skills, measurement and evaluation, and the relationship between language and culture. Our discussion of each area is based on information extracted from local professional journals, conference proceedings and papers and Ph.D. dissertations. The studies examined reveal that, in general, practical concerns assume priority over theoretical issues, a substantial proportion of research being conducted on EFL learning and teaching.

scholarly journals Learning Language, Learning Culture: Teaching Language to the Whole Student

2020 ◽  
Vol 3 (3) ◽  
pp. 519-541 ◽  
Author(s):  
Deoksoon Kim
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Well Being ◽  
Learning Culture ◽  
Simple Type ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Contemporary World ◽  
Teaching Language ◽  
Whole Student

Purpose: This article develops a conceptualization of language pedagogy that engages the whole student. Instead of teaching language as if it were just a collection of grammar and vocabulary, we need to think about language as extending into many aspects of life and engaging whole people. Design/Approach/Methods: This article builds an original conceptualization of language learning and teaching that imagines language learning as a tool for developing whole people. It brings together research on learning culture through language, together with cultural-historical activity theory (CHAT), to develop a vision for language learning and human development. Findings: When we teach language, we should be helping people participate in ways of life. This goes beyond knowledge of subject matter, and it goes beyond any simple type of well-being. Language learning can immerse students in others’ worlds, and it can foster empathy and understanding across social and political divides. But it can do so only if we base our research and pedagogy on an adequate account of language and culture. Originality/Value: In our rapidly changing, increasingly interconnected contemporary world, we need a more dynamic conception of culture than has typically been used to design language teaching and learning. This article draws on CHAT, especially the ideas of dialogue and critique, to develop an account of language pedagogy that can engage the whole student.

Research in language teaching and learning in Austria (2011–2017)

2019 ◽  
Vol 52 (02) ◽  
pp. 201-230
Author(s):  
Christiane Dalton-Puffer ◽  
Klaus-Börge Boeckmann ◽  
Barbara Hinger
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Digital Media ◽  
Teaching And Learning ◽  
Language Teaching ◽  
National Policy ◽  
Language Education ◽  
Theoretical Frameworks ◽  
Learning And Teaching ◽  
Language Teaching And Learning

AbstractThis overview of seven years of research on language learning and teaching in Austria reflects a period of steady growth for the language teaching and learning research community, a development due to a national policy agenda aiming for a stronger research base in teacher education. The target languages of the teaching and learning processes investigated are primarily German, English, French, Italian, Spanish as well as several Slavic languages, reflecting the geographical, sociolinguistic and language policy situation of this increasingly multilingual country. This multilingualism means there are clearly many more first languages (L1s) than only German involved in the learning situations investigated. While all the studies reviewed here illustrate research driven by a combination of local and global concerns in connection with different theoretical frameworks, some specific clusters of research interest emerge. These are: societal and individual multilingualism, language education policy, language teacher education, language(s) in other subjects, early language learning, language acquisition and learning, literature and culture, testing and standardisation, digital media, and teaching materials.

Corpus Research Applications in Second Language Teaching

2011 ◽  
Vol 31 ◽  
pp. 205-225 ◽  
Author(s):  
Ute Römer
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Language Teaching ◽  
Future Research ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Language Classroom ◽  
Specialized Language

Over the past few decades, corpora have not only revolutionized linguistic research but have also had an impact on second language learning and teaching. In the field of applied linguistics, more and more researchers and practitioners treasure what corpus linguistics has to offer to language pedagogy. Still, corpora and corpus tools have yet to be widely implemented in pedagogical contexts. The aim of this article is to provide an overview of pedagogical corpus applications and to review recent publications in the area of corpus linguistics and language teaching. It covers indirect corpus applications, such as in syllabus or materials design, as well as direct applications of corpora in the second language classroom. The article aims to illustrate how both general and specialized language corpora can be used in these applications and discusses directions for future research in applied corpus linguistics.

The distance learning of foreign languages: A research agenda

2014 ◽  
Vol 47 (4) ◽  
pp. 538-553 ◽  
Author(s):  
Cynthia White
Keyword(s):  
Distance Learning ◽  
Language Learning ◽  
Technology Use ◽  
Research Agenda ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Evidence Base ◽  
Theory And Practice ◽  
Multimodal Learning ◽  
Learning And Teaching

Research into the distance learning of languages is now established as a significant avenue of enquiry in language teaching, with evident research trajectories in several domains. This article selects and analyses significant areas of investigation in distance language learning and teaching to identify new and emerging gaps, along with research questions, methodologies and research tools. Taken together these define a research agenda focusing on theory, pedagogy, technology use, learner contributions, innovation and less commonly taught languages. Within those broad areas, the scope of proposed research tasks includes the distinctive features and practices of distance language teaching, task design for synchronous settings, mentoring, multimodal learning environments, the transfer of speaking skills, and learners’ affective experiences. To conclude, a number of guidelines are given for future enquiry addressing the distinctive nature of research into distance language teaching and learning and the need for a rich evidence base in both theory and practice.

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

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