CHI TIẾT NGHIÊN CỨU …

Tiêu đề

'Don't know much about the French I took' A contemporary case for second language study in the liberal arts

Tác giả

Reagan T.

Năm xuất bản

2004

Source title

Arts and Humanities in Higher Education

Số trích dẫn

DOI

10.1177/1474022204042688

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-61249154752&doi=10.1177%2f1474022204042688&partnerID=40&md5=406fe7f34df3a54bb6d504c3ccf2ea36

Tóm tắt

Language study can be immensely valuable, but language educators have typically relied on arguments and defenses of second/foreign language study that confuse the benefits of language knowledge with those of language study. In this article, an effort is made to identify three kinds of alternative arguments (epistemological, socio-political, and interpersonal) that might be used for advocating second/ foreign language study as part of the general education of the university student. Copyright © 2004, SAGE PUBLICATIONS.

Từ khóa

General education; Language study; Second/foreign language education

Tài liệu tham khảo

Allen W., Side Effects, (1950); Amnion U., Global English and the non-native speaker: Overcoming disadvantage, Language in the 21st Century, pp. 23-34, (2003); Andrews L., Language Exploration and Awareness, (1998); Bartolome L., The Misteachlng of Academic Discourses:The Politics of Language in the Classroom, (1998); Benesch S., Critical English for Academic Purposes:TIieory, Politics, and Practice, (2002); Bernhardt E., Sociohistorical perspectives on language teaching in the modern United States, Learning Foreign and Second Languages, pp. 39-57, (1998); Bourdieu P., Passeron J.-C., de Saint Martin M., Academic Discourse, (1994); Brown C., The case for foreign languages, Perspective: Council for Basic Education, 7, 2, pp. 1-19, (1995); Brutt-Griffler J., World English:A Study of Its Development, (2002); Campbell R., Rosenthal J., Heritage languages, Handbook of Undergraduate Second Language Education, pp. 165-184, (2000); Corson D., Language Policy in Schools: A Resource for Teachers and Administrators, (1999); Crystal D., English as a Global Language, (2003); Education and the Development of Reason, (1972); Durand C., La mise en place des monopoles du savoir, (2001); Edwards J., Esperanto as an international research context, Aspects of Internationalism: Language and Culture, pp. 21-34, (1993); Ehrenreich S., Abroad and back home - How can foreign language teacher education help develop intercultural competence?, Teaching Social Justice, pp. 161-172, (2003); Elgin S., The Language Imperative, (2000); Elvin L., The Place of Commonsense in Educational Thought, (1977); Critical Language Awareness, (1992); Fink-Eitel H., Foucault zur einführung, (1988); Graddol D., The Future of English, (1998); Grove C., The role of instruction in Spanish second language acquisition, Spanish Second Language Acquisition: State of the Science, pp. 287-319, (2003); Hagege C., Halte à la mort des Ungues, (2000); The Sociopolitics of English Language Teaching, (2000); New Perspectives on Grammar Teaching in Second Language Classrooms, (2002); Hirst P., Knowledge and the Curriculum, (1974); Hirst P., Peters R.S., The Logic of Education, (1970); Hymes D., Ethnography, Linguistics, Narrative Inequality: Toward an Understanding of Voice, (1996); Jarvis G., The value of second-language learning, Learning a Second Language: Seventy-Ninth Yearbook of the National Society for the Study of Education, pp. 26-43, (1980); Jordan D., Esperanto and esperantism: Symbols and motivations in a movement for linguistic equality, Esperanto, Interlingttistics and Planned Language, pp. 38-65, (1997); Kubota R., Austin T., Saito-Abbott Y., Diversity and inclusion of sociopolitical issues in foreign language classrooms: An exploratory survey, Foreign Language Annals, 36, 1, pp. 12-24, (2003); National Standards:A Catalyst for Reform, (1996); Lee P., The Whorf Theory Complex:A Critical Reconstruction, (1996); The Wit and Wisdom of Mark Twain, (1996); El enfoque comunicativo de la enseñanza de la leugua, (1993); Met M., Galloway V., Research in foreign language curriculum, Handbook of Research on Curriculum, pp. 852-890, (1992); Nuessel F., The Esperanto Language, (2000); Perspectives on Pedagogical Grammar, (1994); Ortega L., Language and equality: Ideological and structural constraints in foreign language education in the US, Sociopolitical Perspectives on Language Policy and Planning in the USA, pp. 243-266, (1999); Osborn T., Critical Reflection and the Foreign Language Classroom, (2000); Osborn T., Reagan T., Why Johnny can't hablar, parler, or sprechen: Foreign language education and multicultural education, Multicultural Education, 6, 2, pp. 2-9, (1998); Ovando C., Gourd K., Knowledge construction, language maintenance, revitalization and empowerment, Multicultural Education: Transformative Knowledge and Action, pp. 297-322, (1996); Pennycook A., The Cultural Politics of English as an International Language, (1994); Pennycook A., English and the Discourses of Colonialism, (1998); The Concept of Education, (1967); The Philosophy of Education, (1973); Foreign Language Standards: Linking Research, Theories and Practices, (1999); Phillipson R., Linguistic Imperialism, (1992); Phillipson R., English-Only Europe? Challenging Language Policy, (2003); Reagan T., Constructivist epistemology and second/foreign language pedagogy, Foreign Language Annals, 32, 4, pp. 413-425, (1999); Reagan T., Language, Education and Ideology: Mapping the Linguistic Landscape of U.S. Schools, (2002); Reagan T., Toward a political economy of the less commonly taught languages in the American public schools, The Future of Foreign Language Education in the US, pp. 125-138, (2002); Reagan T., Osborn T., Power, authority and domination in foreign language education: Toward an analysis of educational failure, Educational Foundations, 12, 2, pp. 45-62, (1998); Reagan T., Osborn T., The Foreign Language Educator in Society: Toward a Critical Pedagogy, (2002); Reagan T., Vorster J., Die Politiek van Vergetelheid: Stand van die Minder-algemeen-onderrigte Tale, Language Problems and Language Planning, 24, 1, pp. 55-76, (2000); Romaine S., Language in Society: An Introduction to Sociolinguistics, (2000); Schulz R., Methods of teaching German in the United States: A historical perspective, Teaching German in America: Prolegomena to a History, pp. 55-75, (1988); Thomas L., Wareing S., Language, Society and Power, (1999); Thomas U., Mark Twain's German language learning experiences, Teaching German in America: Prolegomena to a History, pp. 133-143, (1988); Language in the 21st Century, (2003); Twain M., The Innocents Abroad, (1869); Van Lier L., Introducing Language Awareness, (1995); Teaching in Changing Times: The Courage to Lead, (2002); Watzke J., Lasting Change in Foreign Language Education: A Historical Case for Change in National Policy, (2003); Williams M., Burden R., Psychology for Language Teachers: A Social Constructivist Approach, (1997)