Language study in higher education and the development of criticality
Brumfit, Christopher, Myles, Florence, Mitchell, Rosamond, Johnston, Brenda and Ford, Peter (2005) Language study in higher education and the development of criticality. International Journal of Applied Linguistics, 15, (2), 145-168. (doi:10.1111/j.1473-4192.2005.00085.x).
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This article explores the development of criticality in Modern Languages graduates in the UK. It is based on a larger research project investigating the development of criticality in (initially) two academic disciplines through the detailed analysis of a large corpus of qualitative data. This includes student interviews, teacher interviews, classroom observation, written and oral work produced by students, documentation produced for courses, and policy statements from national and institutional sources. This article focuses on the relationship between the Modern Languages curriculum, particularly language teaching and learning, and the development of criticality. Drawing upon evidence from the qualitative data, it outlines the ways in which the courses can be seen to contribute to the development of wider social competences. Finally it discusses the distinctiveness of the contribution to criticality development provided by the cross-cultural and cross-linguistic experience of Modern Languages undergraduates.
|Keywords:||criticality, higher education, modern languages, criticalité, éducation supérieure, langues étrangères|
|Subjects:||P Language and Literature
L Education > LB Theory and practice of education > LB2300 Higher Education
|Divisions:||University Structure - Pre August 2011 > School of Education > Lifelong and Work-Related Learning
University Structure - Pre August 2011 > School of Social Sciences > Social Work Studies
University Structure - Pre August 2011 > School of Humanities > Modern Languages
|Date Deposited:||26 May 2006|
|Last Modified:||27 Mar 2014 18:23|
|Contact Email Address:||C.J.Brumfit@soton.ac.uk|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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