意识形态
透视图(图形)
应用语言学
社会学
语言教育
公理
教育学
认识论
语言学
晋升(国际象棋)
批判理论
功率(物理)
心理学
哲学
政治学
计算机科学
法学
量子力学
政治
几何学
物理
人工智能
数学
标识
DOI:10.1093/applin/amp005
摘要
It is contended that much of present-day applied linguistics for language teaching (ALLT) fails to mediate effectively, primarily because an ideological construction, emanating from a critical theory perspective, is too often imposed on everyday pedagogical practices. This has resulted in an exaggerated level of concern about the power imbalances that language teaching involves, leading to the promotion of approaches which attempt to subvert teaching and the teacher role, irrespective of the pedagogical consequences, while simultaneously proscribing others, which, from a practitioner perspective, are widely regarded as axiomatic. Such a stance has taken root, it is also argued, because of insufficient critical questioning of its moral and intellectual underpinnings. As a remedy, more should be done by ALLT to appreciate the rationale for and build on existing pedagogical traditions.
科研通智能强力驱动
Strongly Powered by AbleSci AI