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Applied Linguistics and Language Study
Interaction in the Language Curriculum
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.
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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First published March 1, 1996
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Displaying 1 - 2 of 2 reviews
July 17, 2015
I really liked the ideas that van Lier had throughout the course of this book. Of course, his main focus of awareness, autonomy, and authenticity played a major part of the book with varying example of all three.
I felt that authenticity was more of a focus than the other two, but I certainly understand why. As teachers, I think one of the biggest challenges is making the activities we do authentic--something that the students would actually do outside of the classroom. I especially liked his added notion of what authenticity is "an action is authentic when it realizes a free choice and is an expression of what a person genuinely feels and believes. An authentic action is intrinsically motivated" (van Lier, 1996, p. 13). The trick is to have students feel this way about the work you're doing in your classroom; however, van Lier provides intriguing ideas that give you pause to consider.
Of course, van Lier is a Vygotskisan researcher and much of his writing has to do with the ZPD--and even not-so-subtle-jabs of how Krashen misinterpreted Vygotsky. He provides valuable insights for teachers and educators of any profession, whether or not you hold the tile of "teacher"
There were a few ideas in van Lier's work that I disagreed with, but I feel that we should encourage controversy at times that allow us to think and learn for ourselves. Isn't that what makes us become better critical thinkers when we can take an informed opinion and reason with it's faults? What a boring world we would live in if no one could think and reason for themselves.
I felt that authenticity was more of a focus than the other two, but I certainly understand why. As teachers, I think one of the biggest challenges is making the activities we do authentic--something that the students would actually do outside of the classroom. I especially liked his added notion of what authenticity is "an action is authentic when it realizes a free choice and is an expression of what a person genuinely feels and believes. An authentic action is intrinsically motivated" (van Lier, 1996, p. 13). The trick is to have students feel this way about the work you're doing in your classroom; however, van Lier provides intriguing ideas that give you pause to consider.
Of course, van Lier is a Vygotskisan researcher and much of his writing has to do with the ZPD--and even not-so-subtle-jabs of how Krashen misinterpreted Vygotsky. He provides valuable insights for teachers and educators of any profession, whether or not you hold the tile of "teacher"
There were a few ideas in van Lier's work that I disagreed with, but I feel that we should encourage controversy at times that allow us to think and learn for ourselves. Isn't that what makes us become better critical thinkers when we can take an informed opinion and reason with it's faults? What a boring world we would live in if no one could think and reason for themselves.
July 23, 2015
The ideas presented in this book were thought provoking and interesting, although sometimes a little difficult to follow. I've never done much study into language development and theory, so Van Lier's discussion of integrating philosophy, theory, and practice was especially enlightening. There were three areas of focus: Awareness, Autonomy, and Authenticity. I wouldn't necessarily pick up this book as a light read by any means, but as far as a basis for an in-depth discussion on language development and teaching, it's a great resource.
Displaying 1 - 2 of 2 reviews