Untangling the various approaches to language teaching and their
history, Gerdi Quist maps recent thinking in language studies.
Using an interdisciplinary theoretical framework, drawn from
educational philosophy, cultural studies, intercultural studies and
language pedagogy, the author discusses the many tensions and
currents in contemporary language teaching. The author puts forward
an alternative pedagogy, that of a cultuurtekst-perspective, which
engages learners at complex linguistic and cultural levels. In
discussing the case study in which this approach is tested, the
author develops her argument for embracing various critical
perspectives through the personal engagement of students. From the
start the author acknowledges her own engaged position as a
language teacher in a liberal humanistic educational environment.
She adopts a self-critical perspective through which her engagement
with adverse student reaction leads to deepening insights both for
the author and her students as part of the non-linear process of
learning. 'This book should be obligatory reading for all new
lecturers in foreign languages at university. It is extremely
thought-provoking and will help them make sense of the world in
which they find themselves.' Jane Fenoulhet (Professor in Dutch
Studies and co-editor of Mobility and Localisation in Language
Learning)
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