Language Moves: The Place of "Foreign" Languages in Classroom Teaching and Learning

Autor/inn/en	Larsen-Freeman, Diane; Freeman, Donald
Titel	Language Moves: The Place of "Foreign" Languages in Classroom Teaching and Learning
Quelle	In: Review of Research in Education, 32 (2008) 1, S.147-186 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X07309426
Schlagwörter	Second Language Learning; English (Second Language); Second Language Instruction; Teaching Methods; Intellectual Disciplines + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Geisteswissenschaften
Abstract	Language as subject matter is highly protean; it has been defined in various ways in schools, usually as a reflection of predominant images of teaching and learning. Language is also "in, of," and "for" the world. It exists and flourishes "in" the lives and circumstances of its users, created "of" their worlds; it is thus a way of both being in and knowing about the immediate and more distant world. This quality of making present what is not actually there means that language exists "for" purposes beyond itself. This complicated ecology masks a dynamism in language that is difficult to capture, let alone work with within normal disciplinary boundaries and within the organized activities of schools. It also leads to definitional challenges. In this review, the authors focus on the relationship between disciplines, knowledge, and pedagogy in foreign language instruction, as they have been invited to do. However, they acknowledge that the designation "foreign" is, of course, relative to the speaker and mutable in the situation. In addressing this review to "foreign" language teaching, they are writing about what they will call subject-languages, be they either languages other than English (LOTE) or English as a "foreign" language depending on the national and school context. The authors intend to use the examination of subject-languages to probe some of the changing assumptions about knowledge and pedagogy in "foreign" language teaching and learning. The word "moves" in the title is intended to capture the dynamism of those changes. Examining the ways in which language moves in "foreign" language teaching and learning shows, the authors will argue, how the complex relationships between parent disciplines, school knowledge, and pedagogy in "foreign" language instruction are shifting. Furthermore, because these shifts occur in and through language, they may presage wider moves in disciplinary knowledge. (Contains 17 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10