Research Online

Logo

Goldsmiths - University of London

Towards integrated second language teaching pedagogy for foreign and community/heritage languages in multilingual Britain

Anderson, Jim. 2008. Towards integrated second language teaching pedagogy for foreign and community/heritage languages in multilingual Britain. Language Learning Journal, 36(1), pp. 79-89. ISSN 0957-1736 [Article]

No full text available

Abstract or Description

A key issue, which has undermined the development of community/heritage language teaching in the UK over recent decades, has been the need to define an appropriate pedagogical approach which takes account of the bilingual and bi-cultural background of the majority of learners studying these languages. Within the National Curriculum, community languages fall under the umbrella of modern foreign languages, where the assumption is that the language and culture represent something new and unfamiliar. Clearly, this an inappropriate starting point for bilingual learners. On the other hand, the idea that the majority of such learners have high levels of competence with regard both to oracy and literacy in the community language, and that they should therefore be regarded as mother tongue learners, is not appropriate either. This paper seeks to explore ways in which resulting misconceptions may be overcome, through a better understanding of learner's backgrounds and needs, and by drawing on recent developments in theories of second language acquisition, bilingual development and communicative language teaching as well as on more general pedagogical theories. These theories emphasize both cognitive and affective dimensions of the learning process and pay greater attention to the development of intercultural competence. Such an approach offers the prospect of a much more integrated language policy and the basis for meaningful dialogue between colleagues working in different areas of language teaching, including EAL and English as a mother tongue.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/09571730801988553

Departments, Centres and Research Units:

Educational Studies

Dates:

DateEvent
2008Published

Item ID:

4927

Date Deposited:

06 Apr 2011 08:25

Last Modified:

26 Jun 2017 12:01

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/4927

Edit Record Edit Record (login required)