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ERIC Number: EJ784421
Record Type: Journal
Publication Date: 2008
Pages: 40
Abstractor: ERIC
Reference Count: 150
ISSN: ISSN-0091-732X
Language Moves: The Place of "Foreign" Languages in Classroom Teaching and Learning
Larsen-Freeman, Diane; Freeman, Donald
Review of Research in Education, v32 n1 p147-186 2008
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.)
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Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A