Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices
- Autores
- Byram, Michael; Porto, Melina; Yulita, Leticia
- Año de publicación
- 2023
- Idioma
- inglés
- Tipo de recurso
- artículo
- Estado
- versión publicada
- Descripción
- Our purpose is to trace and explain theoretical and practical developments in foreign/worldlanguage teaching over the last decade or more. Language teaching in its modern form, from theReform Movement of the late 19th century, has focused upon the need for learners to learn or acquire a foreign language in order to use it for communication. Other purposes involve language learning as an intellectual exercise, the development of a language faculty, and opening (young) people’s eyes to new worlds by introducing them to other countries. Here, we argue that these purposes are reasonable and enriching, but only if they are combined. We suggest that, by taking a humanistic perspective, language teaching can go beyond communication as a dominant purpose. This humanistic perspective is realised through two complementary developments. One is to emphasise that learners are members of various communities, including their local community, their national community, and a world community. The second is to pay attention to the fact that learners bring to the classroom their concerns and fears, especially in times of crisis. Language teachers, who are not only instructors in skills but educators of the whole person, should respond to their learners’ needs both as denizens of their society and as unique individuals. We first explain the theoretical framework and how it has evolved and then describe two experimental projects, one which focuses on the societal needs and one which adds to this a response to the affective needs of learners. We finally discuss how a recent controversy might be addressed in the language teaching class.
Fil: Byram, Michael. University of Durham; Reino Unido. Sofia University St Kliment Ohridski; Bulgaria
Fil: Porto, Melina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones en Humanidades y Ciencias Sociales. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales; Argentina
Fil: Yulita, Leticia. University of East Anglia; Reino Unido - Materia
-
WORLD LANGUAGE TEACHING
INTERCULTURAL CITIZENSHIP
CONTROVERSIAL ISSUES
AFFECTIVE PEDAGOGIES - Nivel de accesibilidad
- acceso abierto
- Condiciones de uso
- https://creativecommons.org/licenses/by/2.5/ar/
- Repositorio
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/234751
Ver los metadatos del registro completo
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Beyond Teaching Languages for Communication—Humanistic Perspectives and PracticesByram, MichaelPorto, MelinaYulita, LeticiaWORLD LANGUAGE TEACHINGINTERCULTURAL CITIZENSHIPCONTROVERSIAL ISSUESAFFECTIVE PEDAGOGIEShttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Our purpose is to trace and explain theoretical and practical developments in foreign/worldlanguage teaching over the last decade or more. Language teaching in its modern form, from theReform Movement of the late 19th century, has focused upon the need for learners to learn or acquire a foreign language in order to use it for communication. Other purposes involve language learning as an intellectual exercise, the development of a language faculty, and opening (young) people’s eyes to new worlds by introducing them to other countries. Here, we argue that these purposes are reasonable and enriching, but only if they are combined. We suggest that, by taking a humanistic perspective, language teaching can go beyond communication as a dominant purpose. This humanistic perspective is realised through two complementary developments. One is to emphasise that learners are members of various communities, including their local community, their national community, and a world community. The second is to pay attention to the fact that learners bring to the classroom their concerns and fears, especially in times of crisis. Language teachers, who are not only instructors in skills but educators of the whole person, should respond to their learners’ needs both as denizens of their society and as unique individuals. We first explain the theoretical framework and how it has evolved and then describe two experimental projects, one which focuses on the societal needs and one which adds to this a response to the affective needs of learners. We finally discuss how a recent controversy might be addressed in the language teaching class.Fil: Byram, Michael. University of Durham; Reino Unido. Sofia University St Kliment Ohridski; BulgariaFil: Porto, Melina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones en Humanidades y Ciencias Sociales. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales; ArgentinaFil: Yulita, Leticia. University of East Anglia; Reino UnidoMultidisciplinary Digital Publishing Institute2023-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/234751Byram, Michael; Porto, Melina; Yulita, Leticia; Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices; Multidisciplinary Digital Publishing Institute; Languages; 8; 3; 8-2023; 1-132226-471XCONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.3390/languages8030166info:eu-repo/semantics/altIdentifier/url/https://www.mdpi.com/2226-471X/8/3/166info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:34:07Zoai:ri.conicet.gov.ar:11336/234751instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:34:07.792CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse |
dc.title.none.fl_str_mv |
Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices |
title |
Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices |
spellingShingle |
Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices Byram, Michael WORLD LANGUAGE TEACHING INTERCULTURAL CITIZENSHIP CONTROVERSIAL ISSUES AFFECTIVE PEDAGOGIES |
title_short |
Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices |
title_full |
Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices |
title_fullStr |
Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices |
title_full_unstemmed |
Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices |
title_sort |
Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices |
dc.creator.none.fl_str_mv |
Byram, Michael Porto, Melina Yulita, Leticia |
author |
Byram, Michael |
author_facet |
Byram, Michael Porto, Melina Yulita, Leticia |
author_role |
author |
author2 |
Porto, Melina Yulita, Leticia |
author2_role |
author author |
dc.subject.none.fl_str_mv |
WORLD LANGUAGE TEACHING INTERCULTURAL CITIZENSHIP CONTROVERSIAL ISSUES AFFECTIVE PEDAGOGIES |
topic |
WORLD LANGUAGE TEACHING INTERCULTURAL CITIZENSHIP CONTROVERSIAL ISSUES AFFECTIVE PEDAGOGIES |
purl_subject.fl_str_mv |
https://purl.org/becyt/ford/5.3 https://purl.org/becyt/ford/5 |
dc.description.none.fl_txt_mv |
Our purpose is to trace and explain theoretical and practical developments in foreign/worldlanguage teaching over the last decade or more. Language teaching in its modern form, from theReform Movement of the late 19th century, has focused upon the need for learners to learn or acquire a foreign language in order to use it for communication. Other purposes involve language learning as an intellectual exercise, the development of a language faculty, and opening (young) people’s eyes to new worlds by introducing them to other countries. Here, we argue that these purposes are reasonable and enriching, but only if they are combined. We suggest that, by taking a humanistic perspective, language teaching can go beyond communication as a dominant purpose. This humanistic perspective is realised through two complementary developments. One is to emphasise that learners are members of various communities, including their local community, their national community, and a world community. The second is to pay attention to the fact that learners bring to the classroom their concerns and fears, especially in times of crisis. Language teachers, who are not only instructors in skills but educators of the whole person, should respond to their learners’ needs both as denizens of their society and as unique individuals. We first explain the theoretical framework and how it has evolved and then describe two experimental projects, one which focuses on the societal needs and one which adds to this a response to the affective needs of learners. We finally discuss how a recent controversy might be addressed in the language teaching class. Fil: Byram, Michael. University of Durham; Reino Unido. Sofia University St Kliment Ohridski; Bulgaria Fil: Porto, Melina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones en Humanidades y Ciencias Sociales. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales; Argentina Fil: Yulita, Leticia. University of East Anglia; Reino Unido |
description |
Our purpose is to trace and explain theoretical and practical developments in foreign/worldlanguage teaching over the last decade or more. Language teaching in its modern form, from theReform Movement of the late 19th century, has focused upon the need for learners to learn or acquire a foreign language in order to use it for communication. Other purposes involve language learning as an intellectual exercise, the development of a language faculty, and opening (young) people’s eyes to new worlds by introducing them to other countries. Here, we argue that these purposes are reasonable and enriching, but only if they are combined. We suggest that, by taking a humanistic perspective, language teaching can go beyond communication as a dominant purpose. This humanistic perspective is realised through two complementary developments. One is to emphasise that learners are members of various communities, including their local community, their national community, and a world community. The second is to pay attention to the fact that learners bring to the classroom their concerns and fears, especially in times of crisis. Language teachers, who are not only instructors in skills but educators of the whole person, should respond to their learners’ needs both as denizens of their society and as unique individuals. We first explain the theoretical framework and how it has evolved and then describe two experimental projects, one which focuses on the societal needs and one which adds to this a response to the affective needs of learners. We finally discuss how a recent controversy might be addressed in the language teaching class. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-08 |
dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_6501 info:ar-repo/semantics/articulo |
format |
article |
status_str |
publishedVersion |
dc.identifier.none.fl_str_mv |
http://hdl.handle.net/11336/234751 Byram, Michael; Porto, Melina; Yulita, Leticia; Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices; Multidisciplinary Digital Publishing Institute; Languages; 8; 3; 8-2023; 1-13 2226-471X CONICET Digital CONICET |
url |
http://hdl.handle.net/11336/234751 |
identifier_str_mv |
Byram, Michael; Porto, Melina; Yulita, Leticia; Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices; Multidisciplinary Digital Publishing Institute; Languages; 8; 3; 8-2023; 1-13 2226-471X CONICET Digital CONICET |
dc.language.none.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
info:eu-repo/semantics/altIdentifier/doi/10.3390/languages8030166 info:eu-repo/semantics/altIdentifier/url/https://www.mdpi.com/2226-471X/8/3/166 |
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info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by/2.5/ar/ |
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https://creativecommons.org/licenses/by/2.5/ar/ |
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application/pdf application/pdf |
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Multidisciplinary Digital Publishing Institute |
publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute |
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reponame:CONICET Digital (CONICET) instname:Consejo Nacional de Investigaciones Científicas y Técnicas |
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CONICET Digital (CONICET) |
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CONICET Digital (CONICET) |
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Consejo Nacional de Investigaciones Científicas y Técnicas |
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CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas |
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dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar |
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