Not so foreign languages: The critical inquiry approach to moving beyond disciplines

Abstract:

There could be an understandable tendency among language educators to view the discipline of language education as the one example of a truly interdisciplinary discipline. This claim could be supported by the argument that no subject can be taught without language. We can point to a number of issues discussed in the language class, such as great artists and scientists of the countries where the target language (language being taught) is spoken. As part of our courses, we also commonly teach politi-cal science, cuisine, drama, film, literature, cultural studies, history, mathe-matics, and even English grammar. We tend to group all the facets of language education into one of five categories: speaking, reading, writing, listening, and culture. As Kramsch (1993) explains:

Año de publicación:

2003

Keywords:

Fuente:

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