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
| 1 | |
2 The curriculum as a theory of practice | 24 |
3 The growth of proficiency | 40 |
4 Language awareness and learning to learn | 68 |
5 Motivation autonomy and achievement | 98 |
6 Authenticity | 123 |
7 Contingency | 147 |
8 The curriculum as interaction | 188 |
development and research | 214 |
| 226 | |
| 242 | |
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 No preview available - 2017 |
Common terms and phrases
AAA curriculum achievement action research activity authenticity autonomy autotelic basic behavior Bruner Candlin chapter cognitive com complex con concept consciousness constraints construct context contingency conversation critical crucial Csikszentmihalyi Deci dialog dis discourse discourse analysis discussion engagement example experience exposure exposure-language external extrinsic Figure focus focusing goals grammar important instructional intersubjectivity intrinsic motivation IRF exchange issues J.J. Gibson kinds knowledge lan guage language awareness language education language learning language teaching learner lessons Lier linguistic means metalinguistic Michael Halliday notion one’s participants pedagogical per person perspective planned principles pro problems prolepsis question recitation reflection relevant response role Ron Carter scaffolding second language second language acquisition self-determination self-regulation sense setting social interaction structure suggest syllabus talk tasks teacher research textbook Tharp theory of practice things tion utterances Vygotsky Vygotsky’s words