Shaping the Discourse of a Practice: The Role of Linguistics and Psychology in Language Teaching and Learning  

Oleh:

Byrnes, Heidi

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 84 no. 4 (Dec. 2000), page 472-494.
Fulltext: Vol 84 no 4 pp.472-494.pdf (4.24MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/MLJ/84 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

This article treats the Modern Language Journal (MLj) as a site for observing how a particular community, foreign language teachers, over an 85-year period shaped its practices discursively, gradually developing a particular kind of professional identity. Instead of treating the current situation as the result of a straight-line sequence of rational choices, this article points to various dynamics external and internal to the field whose influence was by no means preordained nor even necessarily beneficial. Focusing on the relationship between language teaching and disciplinary inquiry in linguistics and psychology, it identifies (a) a period in which the Journal and its readership circumscribed their interest in teaching modern, as opposed to classical languages; (b) a period in which both linguistics and psychology offered important insights, with linguistics, ultimately, dominating practice; (c) the rise of psycholinguistic models that, alongside existing understandings, led to enormously varied beliefs and approaches; and (d) a time for renegotiating our professional identity in light of a multiplicity of voices, interests, and models of research and practice. It concludes that the advantages of professionalization through disciplinary inquiry and the power it conveys to certain voices need to be balanced against the gains made possible with a kind of professional multilingualism.

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