Interaction in the Language Curriculum

Awareness, Autonomy and Authenticity

Nonfiction, Reference & Language, Language Arts, Linguistics
Cover of the book Interaction in the Language Curriculum by Leo Van Lier, Taylor and Francis
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Author: Leo Van Lier ISBN: 9781317891222
Publisher: Taylor and Francis Publication: June 3, 2014
Imprint: Routledge Language: English
Author: Leo Van Lier
ISBN: 9781317891222
Publisher: Taylor and Francis
Publication: June 3, 2014
Imprint: Routledge
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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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