Language study in higher education and the development of criticality 1
Bibliographic Data
| ID | 12114263 |
|---|---|
| Authors | Christopher Brumfit (University of Southampton, corresponding author), Florence Myles (0000-0003-4700-700X, Newcastle University), Rosamond Mitchell (0000-0003-0325-528X, University of Southampton), Brenda Johnston (University of Southampton), Peter Ford (0000-0002-9607-3292, University of Southampton) |
| Year | 2005 |
| Volume | 15 |
| Issue | 2 |
| Pages | 145-168 |
| Publication date | 2005-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0802-6106 • E-ISSN: 1473-4192 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1473-4192.2005.00085.x |
| OpenAlex | W2029196260 |
| Language | EN |
| Citations received | 8 |
| References cited | 16 |
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
Curriculum · Documentation · Linguistics · Mathematics education · Optimal distinctiveness theory · Pedagogy · Qualitative research · Social science · Sociology · Computer Science · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · EFL/ESL Teaching and Learning · Psychology · Social Psychology
Fostering transformative intercultural engagement in Australian higher education
Voices of female university teachers in Algeria
Exploring transformative intercultural engagement in Australian higher education
Exploring Chinese EFL teachers’ perceptions of creativity and criticality in assessment practices
Translanguaging as a way to fostering EFL learners’ criticality in a hybrid course design
Disciplinary disjunctures in the transition from secondary school to higher education study of modern foreign languages
Communicative criticality and savoir se reconnaître
The separation between language and content in Modern Language degrees
English and the Discourses of Colonialism
Teaching and Learning Language and Culture
The Cultural Politics of English as an International Language
Conceptualizing critical thinking
Cognitive Complexity and Attentional Control in the Bilingual Mind
Discourse as Self-Expression-- On the Reduced Personality of the Second-Language Learner
Discourse as Self-Expression-on the Reduced Personality of the Second-Language Learner
The Relationship Between Bilingualism and the Performance of Spatial Tasks
No good past Dover
Lines and circles, West and East
| Citations per year | 0.53 |
|---|---|
| Citation span | 2011 - 2026 (16) |
| Highly cited | No |