Language Teaching - Integrational Linguistic Approaches

Pages: 191
Language: English
Publication date: 05/05/2020
132.88 €
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What might be the consequences, for how language teaching would be understood and conducted, of adopting an integrational linguistic per- spective? That is the question which the papers gathered here attempt to address. The integrational linguistic perspective is so radically different from most contemporary theories of language that it may be useful to sketch here some of its basic assumptions, before reviewing a selection of the questions that it raises for language teaching. A first and fundamental assumption of integrationism is that people use signs in order to communicate, but signs do not come ready-made and predetermined, any more than communicational situations do. New communicational situations require us to adapt as best we can (within the biomechanical, macrosocial, and circumstantial conditions or con- straints that obtain), and central to that situated communicative adaptation is the creation of new signs. All signs in use are, strictly, new signs. We are continually engaged in using speech, and writing, and other signi- fying resources, in ‘forms’ and to induce the apprehension of ‘meanings’ that vary from one specific occasion to the next. Often enough we are intent on suppressing the intrinsic indeterminacy of forms and meanings, keen to treat—and have our interlocutors treat—particular signs as if they were essentially repetitions of prior instances; but integrationism is adamant that such standardizing and codifying have their source in our social and political practices and not at all in language viewed as an object of theoretical scrutiny. Rather, it has to be the case that language itself is fluid and indeterminate as to form and meaning; only such a foundational semiological indeterminacy can lead to a coherent explanation of what are normally referred to as language variation and language change, whose ultimate source is the inescapable temporal dimension of all human signifying.
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International, multidisciplinary series publishing research on the philosophy, politics, policy, provision and practice of language planning, global English, indigenous and minority language education, multilingualism, multiculturalism, biliteracy, bilingualism and bilingual education. The series aims to mirror current debates and discussions.

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