Non-Judgemental Discourse in the Development of Critical Capacity for Language Teachers

Autor/in	Edge, Julian
Titel	Non-Judgemental Discourse in the Development of Critical Capacity for Language Teachers
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 46 (2015) 1, S.61-78 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688214561622
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Power Structure; Language Teachers; Faculty Development; Cultural Awareness; Critical Thinking; Cooperation; Seminars; Goal Orientation; Teaching Methods; Discourse Analysis + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Cultural identity; Kulturelle Identität; Kritisches Denken; Co-operation; Kooperation; Seminar; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse
Abstract	A major structural problem in the teaching of English worldwide is to be found in the arthritic power relationships that continue to limit the continuing professional development of its practitioners. The acceptance of the superior status of "theory" and "theorists", and the consequent subordination of teachers as the "appliers" of such theory, in alliance with the continuing acceptance of the primacy of monolingually-derived approaches to the exploration of language learning and teaching, express the constraints of hegemony rather than the needs of the profession. Against this background, the disciplined use of non-judgemental discourse, here formalized in an approach called cooperative development, offers one way forward in the attempt to encourage the bottom-up theorization of experience that can reflexively encourage and be nourished by the growth of critical capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01