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Language study in higher education and the development of criticality

Record type: Article

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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Citation

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), pp. 145-168. (doi:10.1111/j.1473-4192.2005.00085.x).

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

Catalogue record

Date deposited: 26 May 2006
Last modified: 17 Jul 2017 15:41

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