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
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/234751

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spelling 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
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Multidisciplinary Digital Publishing Institute
publisher.none.fl_str_mv Multidisciplinary Digital Publishing Institute
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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