Interaction in the Language Curriculum: Awareness, Autonomy, and AuthenticityInteraction in the Language Curriculum offers an innovative theory of language education integrating curriculum practice, research and teaching. It emphasises the interdependence of knowledge and values and stresses the central importance of learning as a social process. Leo van Lier argues that moral as well as intellectual and practical principles must underlie curriculum development and everyday teaching, captured in his triple focus on Awareness, Autonomy, and Authenticity. In addition to its rich grounding in language education practice, the book draws support for his position from diverse sources in sociology, philosophy and cognitive science, from the work of Bourdieu, Giddens, Wittgenstein, Peirce, Vygotsky, Bakhtin, and Dewey. In the current broadening context of language education this study makes an important contribution to research. It presents a coherent philosophical theory as well as considering practical issues in implementation of a new language curriculum. As such, it will be of great benefit to teachers, applied linguists and educationalists generally. |
Contents
The AAA curriculum | 1 |
The curriculum as a theory of practice 24 | 24 |
The growth of proficiency | 40 |
Copyright | |
8 other sections not shown
Other editions - View all
Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity Leo Van Lier Limited preview - 2014 |
Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity Leo Van Lier Limited preview - 2014 |
Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity Leo Van Lier No preview available - 2017 |
Common terms and phrases
AAA curriculum academic achievement action research activity Applied Linguistics authenticity autonomy axiology basic behavior Cambridge Candlin chapter cognitive communicative complex concept consciousness constraints construct context contingency conversation cooperative learning critical crucial Csikszentmihalyi dialog discourse discussion engagement example experience exposure-language external extrinsic Figure focus focusing Gallimore Georgetown University goals grammar guage important instruction intrinsic motivation IRF exchange issues J.J. Gibson kinds knowledge language awareness language classroom language education language learning language teaching learner lessons Lier linguistic means metalinguistic Michael Halliday notion participants pedagogical person perspective planned principles problems prolepsis question reflection relevant response role scaffolding second language acquisition self-determination self-regulation sense setting social interaction structure suggest syllabus talk tasks teacher research Tharp theory of practice things tion understanding University Press utterances Vygotsky Vygotsky's whole language words