NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1046389
Record Type: Journal
Publication Date: 2014-Dec
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1056-7941
In Search of a New Paradigm for Teaching English as an International Language
Canagarajah, Suresh
TESOL Journal, v5 n4 p767-785 Dec 2014
In the context of more diverse communicative practices and social relations in globalization, scholars are increasingly defining English as constituting socially constructed situational norms in specific contexts of interaction, and not a homogeneous language or even discrete varieties of English. This shift requires treating pragmatics and not grammar, social context and not cognition, as more significant in accounting for one's language competence. To address such changes in pedagogical practice, language teachers have to focus more on developing procedural knowledge (i.e., a knowledge of "how," or negotiation strategies) rather than propositional knowledge (i.e., a knowledge of "what," or norms and conventions of a language) in their classrooms. This article illustrates how teachers can cultivate procedural knowledge by developing language awareness, rhetorical sensitivity, and negotiation strategies among their students.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A