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Language study in higher education and the development of criticality

Language study in higher education and the development of criticality
Language study in higher education and the development of criticality
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.
criticality, higher education, modern languages, criticalité, éducation supérieure, langues étrangères
0802-6106
145-168
Brumfit, Christopher
eda5109b-a2a8-4340-b68d-eb32213bf694
Myles, Florence
ddf117d7-7e40-4d54-beda-abce3f88a169
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e
Johnston, Brenda
19367bd6-ac46-4e33-a352-ace08c2d4323
Ford, Peter
a83b6b4a-320e-4c2b-a4e1-c5efa5b8887c
Brumfit, Christopher
eda5109b-a2a8-4340-b68d-eb32213bf694
Myles, Florence
ddf117d7-7e40-4d54-beda-abce3f88a169
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e
Johnston, Brenda
19367bd6-ac46-4e33-a352-ace08c2d4323
Ford, Peter
a83b6b4a-320e-4c2b-a4e1-c5efa5b8887c

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).

Record type: Article

Abstract

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.

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More information

Published date: 2005
Keywords: criticality, higher education, modern languages, criticalité, éducation supérieure, langues étrangères

Identifiers

Local EPrints ID: 37855
URI: http://eprints.soton.ac.uk/id/eprint/37855
ISSN: 0802-6106
PURE UUID: 28dbd0f8-671e-4a57-ad91-f17a0e684303
ORCID for Rosamond Mitchell: ORCID iD orcid.org/0000-0003-0325-528X

Catalogue record

Date deposited: 26 May 2006
Last modified: 16 Mar 2024 02:33

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Contributors

Author: Christopher Brumfit
Author: Florence Myles
Author: Brenda Johnston
Author: Peter Ford

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