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Barbara Schmenk - Fabrication of Traditional Language Teaching, Inbunden

Inbunden, Engelska, 2026

Fabrication of Traditional Language Teaching

Av Barbara Schmenk

1509 kr

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Beskrivning
‘Traditional’ language teaching has come to be equated with old, dysfunctional, outdated, or backward pedagogies. But is that really all there is to it? This book breaks through the disinterest in tradition and challenges taken-for-granted assumptions about the realm of the traditional in language education, gradually revealing that the common and dismissal of traditional language teaching is inadequate and flawed – a fabrication. To disrupt this fabrication of traditional language teaching, The Fabrication of Traditional Language Teaching argues for the reclaiming and reframing of tradition as a crucial concept in language education and scholarship. It provides an in-depth investigation of applied linguistics scholarship and the knowledge that it has produced about traditions, relates this to interdisciplinary perspectives on tradition that have been advanced in the social sciences, philosophy, education, and cultural studies. By tracing the ways in which traditional language education has been, and continues to be, fabricated, it reveals how this fabrication affects and impedes our understanding of language education and research.
Produktinformation
  • Utgivningsdatum: 2026-04-02
  • Mått: 154 x 238 x 20 mm
  • Vikt: 540 g
  • Format: Inbunden
  • Språk: Engelska
  • Antal sidor: 264
  • Förlag: Bloomsbury Publishing PLC
  • ISBN: 9781350563254
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Mer information

Barbara Schmenk is Professor of German and Applied Linguistics at the University of Waterloo, Canada

Recensioner i media

'In a profession known for its innovative approaches but also its dizzying turnover of pedagogic methods, it is refreshing to read a book that offers a lucid, original, and critical view of what is commonly called “traditional language teaching”. Through a well-constructed historical narrative, and a thorough analysis of some of the major canonical texts in the field, the author illuminates the binary prejudices, the political, economic and educational pressures that have prevailed in the language teaching profession since the advent of the “communicative revolution” in the seventies right up to the multilingual, translingual and translanguaging practices of the present day. Her witty, engaging style and her intelligent analyses and thoughtful reflections make a compelling argument for historicizing tradition and for drawing inspiration from local, less researched educational traditions and cultures. Traditional language teaching turns out to be an astonishingly fruitful topic of inquiry in language education and in applied linguistics in general. Definitely a promising avenue for future research.'

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