By Michael Toolan
This booklet demonstrates the relevance of an integrational linguistic viewpoint to a realistic, real-world desire, particularly the educational of languages. Integrational linguistics’ shunning of either realist and structuralist theories of language, its dedication to an unwavering realization to the point of view of the language consumer, and its adherence to a semiology within which symptoms are the located items of interactants interpretive behaviour, suggest that it notably reconceptualizes language studying and language educating. Detractors have implied that IL is so ‘philosophical’ or ‘theoretical’ an workout that it has no beneficial concerning the sensible difficulties of language studying. those papers refute that false impression by way of demonstrating how an IL stance may help disentangle the conflicting issues and contradictory assumptions that come up in a number of language educating events: first, moment- and foreign-language study rooms in a variety of settings (including India, Australia, the USA, and Hong Kong), with various age-groups of scholars, even if the focal point is on speech or writing, and in additional casual settings.
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Additional info for Language Teaching: Integrational Linguistic Approaches (Routledge Advances in Communication and Linguistic Theory)
Wolf, George, and Nigel Love, eds. 1997. Epilogue. Linguistics Inside Out: Roy Harris and His Critics. Amsterdam: John Benjamins. 1 Implicit and Explicit Language Teaching Roy Harris The minds of children of to-day are almost deliberately made incapable of understanding other people with different languages and customs. (Tagore 1961: 65) Talking is not a language. It’s not a nonsense. It’s a yessence. (Nowakowski 2003) This paper has two epigraphs. The fi rst, in chronological order, is taken from the writings of one of the few truly radical pioneers of twentieth-century education: Rabindranath Tagore.
So there is an invisible warning inscribed at the beginning of’ Dionysius’s text. ’ In other words, Dionysius is implicitly rejecting the popular linguistic distinction between Greek and barbarian, based on comprehension. ’ And something like that has remained a professional article of faith with language teachers down to the present day. The language teacher must lay some claim to superior knowledge. The pedagogic rationale is simple enough. If the pupil already knows all that needs to be known, what is the point of teaching?
The absurdity of this hypothetical multistandard language is revealed by its own terminology. In every field of human activity, postulating a plurality of different standards makes a nonsense of the ‘standard’ itself. If a yard differs in length in different parts of the country, or from one shop to the next, then the yard is not a standard measurement, and no insistence on calling it a ‘standard yard’ will make it so. Exactly the same holds for languages, for currency, for spare parts, and for everything else where the notion of standardization applies.
Language Teaching: Integrational Linguistic Approaches (Routledge Advances in Communication and Linguistic Theory) by Michael Toolan