Chair in Language Education and Classroom Pedagogies
Language Education per se is dynamic and open to wide interpretation. Indeed globally, and across generations – citizens, politicians, educators – all have diverse understandings of language and education which are socially and culturally constructed and embedded in life experiences, ideologies and theoretical interpretation. In this introductory blog, I shall present a short conceptual definition of Language Education as a practitioner (informed by conflicting theoretical principles), and as an academic researcher (engaged in constantly shifting and increasingly critical theory-building).
As a holistic construct, Language Education goes beyond exploring the interrelationship of the role of language in education, through education and for education – although it encompasses all of these. A deeper analysis, however, involves reflecting on one’s own sense-making. An obvious starting point might be Language Education as the process and practices of learning and teaching a second or foreign language (s). However, this positioning immediately raises issues around the contested roles of second language acquisition (SLA) and applied linguistics as having a ‘siloed’ impact on practices and processes. Tracing developments in SLA theories over decades (Philips, 2007; Hult, 2010) attention has been drawn to the scope of research in applied linguistics alone in offering an adequate field for identifying and promoting constant change in contemporary language practices and beliefs rooted in rapidly changing socio-political landscapes. Whilst eminent linguists such as Widdowson, Spolsky and Halliday (Davies, 2006) have provided us with a wealth of theoretical positioning, including the introduction of educational linguistics, the need to define and problematise fields of research for framing Language Education drawing on elements of linguistics directly relevant to education and student learning, as well as those parts of education concerned with language, has led to rethinking the boundaries. It could be argued that the ‘Multilingual Turn’ (May 2014) has expediated the need to see ‘languages as a resource for learning and as associated with status and power; the learners as diverse multilingual and social practitioners; and learning as a multilingual social practice based on theoretical pluralism, consistently guided by critical perspectives’ (Meier, 2017,1).
In addressing the needs of multilingual learners, language (s) is (are) fundamentally conceptualised not only as a communication tool but as a learning tool. It places value on the plurality of languages challenging the hegemony of English. Indeed, the New London Group (1994) identified four major research strands related to Language Education: communicative competencies (language), proficiencies (core skills), cross-cultural experiences (interculturality) and multiple literacies. Multiliteracies are promoted as a means of bringing together linguistic, cultural, communicative, and technological perspectives and tools to help students better prepare for a rapidly changing, globalized world.
Similarly, a decade later, the Douglas Fir Group (2016, 25) created the Multifaceted Nature of Language Learning and Teaching Framework focussing on ‘bridge-building’ theoretical principles whilst retaining ‘the disciplines as the locus of intellectual activity’ (Halliday 2001, 76). It is transdisciplinary and assumes ‘the embedding, at all levels, of social, sociocultural, sociocognitive, sociomaterial, ecosocial, ideological, and emotional dimension’.
So how might we define Language Education? In essence, notwithstanding the multiple concepts referenced in this blog needing further in-depth analysis, for ‘starters’ Language Education promotes principled learning, teaching and using of languages embedded in multilingual education. It encourages research and practices based on transdisciplinary theories suited to our contemporary world which:
- promote the learning and using of all languages – not only English.
- weave together different strands such as communicative competencies (language), proficiencies (core skills), cross-cultural experiences (interculturality) and multiple literacies.
- value learners as linguistically and culturally diverse, reject notions of cultural ‘othering’ and go beyond culturally responsive pedagogies.
- grow learning environments conducive to developing a complex range of understandings and perspectives, knowledge and skills, based on values and motivations needed for full personal, social and cultural participation in educational and social communities.
- foster the development of critical skills, multiple perspectives, flexible thinking, creative problem-solving and, ultimately, a deeper understanding of being and becoming.
To conclude, I believe it a privilege to be part of building an inclusive community of transdisciplinary researchers in Language Education, who are prepared to accept different conceptualisations of reality; are open to other views; and are willing to take risks, learn, and become more creative in their own enquiry by crossing disciplinary knowledge boundaries (Augsburg, 2014). To be continued.
References
Augsburg, T (2014). Becoming transdisciplinary: The emergence of the transdisciplinary individual. World Futures, 70 (3–4) (2014), pp. 233 247, 10.1080/02604027.2014.934639
Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100 (Supplement 2016), 19– 47.
Hult, F.M., (Ed.). (2010). Directions and prospects for educational linguistics. New York: Springer.
May, S. (Ed.) .(2014 The multilingual turn: Implications for SLA, TESOL and Bilingual education. New York: Routledge. Search in Google Scholar
Meier, G.S. (2017). The Multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection. Applied Linguistics Review. Vol.8, no.1 pp 131-161 https://doi.org/10.1515/applirev-2016-2010
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard educational review, 66(1), 60-93.
Phillips, J. K. (2007). Foreign Language Education: Whose Definition?. The Modern Language Journal, 91(2), 266–268. ISSN00267902
Spolsky, B., & Hult, F.M. (Eds.). (2008). Handbook of educational linguistics. Malden, MA: Blackwell.
https://unsplash.com/photos/znhEe1cbbQE Elena Mozhvilo
https://unsplash.com/photos/qmJv4y-dGNc FLY:D
https://unsplash.com/photos/Q82qYQfwsXQ Anunay Rai
