A Critical Stance in Language Education: A Reply to Alan Waters

Autor/in	Simpson, James
Titel	A Critical Stance in Language Education: A Reply to Alan Waters
Quelle	In: Applied Linguistics, 30 (2009) 3, S.428-434 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amp030
Schlagwörter	Stellungnahme; Applied Linguistics; Ideology; Second Language Learning; Instruction; Language of Instruction + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Ideologie; Zweitsprachenerwerb; Teaching process; Unterrichtsprozess; Teaching language; Unterrichtssprache
Abstract	In his recent Forum article on ideology in applied linguistics, Alan Waters (2009) takes up arms against what he perceives as a damaging critical tendency. Ideas about language teaching, he claims, are promoted (e.g. learner centredness) or proscribed (e.g. artificial texts) "on the basis of ideological belief rather than pedagogical value". By making this distinction, Waters fails to recognize that the relationship between ideology and pedagogy is inextricable: ideologies are constructed, reproduced, and made manifest in social practices, such as language teaching. Furthermore, in certain language learning and teaching situations, an uncritical stance--one which views language teaching as a neutral and value-free activity--is incompatible with students' language learning and broader life concerns. In this response article, I maintain that in such contexts, the field of applied linguistics has an obligation to mediate in a way that is both critical and pedagogically relevant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10