Interaction in the Language Curriculum: Awareness, Autonomy, and Authenticity
Interaction 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.
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The AAA curriculum
The curriculum as a theory of practice
The growth of proficiency
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AAA curriculum achievement action research activity assessment authenticity autonomy autotelic axiology basic behavior Candlin chapter cognitive complex concept consciousness constraints construct context contingency conversation critical crucial Csikszentmihalyi dialog discourse discourse analysis discussion engagement example experience exposure-language external extrinsic Figure focus focusing goals grammar guage important instructional intersubjectivity 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 professional prolepsis question recitation reflection relevant response role Ron Carter scaffolding second language second language acquisition self-determination sense setting social interaction structure suggest syllabus talk tasks teacher research teacherese Tharp theory of practice things tion types understanding utterances Vygotsky Vygotsky's whole language words