Individual Freedom in Language Teaching: Language Education and Applied LinguisticsStarting from the premise that each person develops a unique and personal code for communication, Christopher Brumfit examines the roles of teachers and learners and the approaches that education professionals should develop in support of learners. The book draws upon linguistic, psychological, philosophical, and sociolinguistic principles and uses practical examples from second, foreign, and mother tongue teaching. It attempts to integrate theoretical and empirical work with the practical needs of institutions and of teachers without losing sight of learners' needs for free personal choice combined with effective communication. Drawing upon the author's extensive experience in the field, it considers the roles of literature and culture, as well as language policy in relation to learners' rights, and attempts to outline a humane and realistic philosophy for language teaching. |
Contents
Teaching communicative competence | 47 |
Language culture and English for Academic Purposes | 55 |
coherence or chaos | 65 |
Literature power and the canon | 87 |
Assessing literary competence | 93 |
British cultural studies | 105 |
Teaching English as a world language | 115 |
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academic activity Allwright analysis applied linguistics areas argument associated behaviour Britain British education British studies Brumfit central chapter claim communicative competence communicative language teaching concept concerned context course critical culture debate define disciplines discourse discussion educational linguistics effective empirical example experience explicit explore foreign language formal groups human IATEFL implications individual interaction interpretation issues judgements knowledge language acquisition language classroom language in education language policy language teaching language users learners literary literature London Longman major means Mitchell mother tongue multilingual National Curriculum National Literacy Strategy native speakers Oxford University Press particular pedagogic performance Phillipson political postmodernism postmodernist practice principles problems procedures professional psycholinguistics purposes questions recognize reflect relation relationship relevant role Routledge schools second language acquisition simplification social sociolinguistic specific structure Swales teacher education testing theoretical theory tradition underlying understanding University of Southampton Widdowson writing