From Research to Practice: Considering Context and the Teacher as Theorist

Maria Chona S. Lin

doi:http://doi.org/

Abstract

Language pedagogy has drawn on various disciplines to inform it, one of which is Second Language Acquisition (SLA). However, while considerable developments in SLA have generated more confidence in it, there are still those among SLA researchers who have been reticent in applying results of their research to language pedagogy. Perhaps the problematic relationship between theory and practice and between specialists and teachers need not in principle be oppositional, if we have a greater understanding of the complex nature of the language classroom, as Prabhu has suggested in “The Dynamics of the Language Lesson” (TESOL 1992). In this paper, I expound on two central themes earlier explored by Prabhu, namely the interplay between pedagogic and non-pedagogic dimensions that influences much of what happens in the classroom and the theorizing role teachers have to play if any change aimed at productive learning is to be realized, discussing these issues particularly in relation to SLA studies on interaction to promote L2 learning. In the process, I discuss the implications of the aforementioned points for language teaching, with reference to my teaching context.

Keywords

English language teaching, language pedagogy, Second Language Acquisition (SLA)

Please login first to access subscription form of article

Read Full text in PDF

Browse By

Title

Author

Issue

Kritika Kultura
Department of English
School of Humanities
Ateneo de Manila University

The Philippine Commission on Higher Education (CHED) declares Kritika Kultura as a CHED-recognized journal under the Journal Challenge Category of its Journal Incentive Program.

International Board of Editors

Jan Baetens
Professor
Faculty of Arts
Katholieke Universiteit te Leuven (Belgium)

Joel David
Professor of Cultural Studies
Inha University (South Korea)

Michael Denning
Professor of American Studies and English
Department of English
Yale University (US)

Faruk
Faculty of Cultural Sciences
Universitas Gadjah Mada (Indonesia)

Regenia Gagnier
Professor of English
University of Exeter (UK)

Leela Gandhi
John Hawkes Professor of the Humanities and English
Brown University (US)

Inderpal Grewal
Professor of Women's Gender and Sexuality Studies
Professor of South Asian Studies, Ethnicity, Race and Migration Studies
Yale University (US)

Peter Horn
Professor Emeritus and Honorary Lifetime Fellow
University of Cape Town (South Africa)
Honorary Professor and Research Associate in German Studies
University of the Witwatersrand (South Africa)

Anette Horn
Professor of German Studies
University of the Witwatersrand (South Africa)

David Lloyd
Distinguished Professor of English
University of California, Riverside (US)

Bienvenido Lumbera
National Artist for Literature
Professor Emeritus
University of the Philippines

Rajeev S. Patke
Director of the Division of Humanities
Professor of Humanities
Yale NUS College (Singapore)

Vicente L. Rafael
Giovanni and Amne Costigan Endowed Professor of History
University of Washington (US)

Vaidehi Ramanathan
Department of Linguistics
University of California, Davis (US)

Temario Rivera
Professorial Lecturer
Department of Political Science
University of the Philippines

E. San Juan, Jr.
Philippines Studies Center (US)

Neferti X.M. Tadiar
Professor of Women’s, Gender, & Sexuality Studies
Barnard College (US)
Director of the Center for the Study of Ethnicity and Race
Columbia University (US)

Antony Tatlow
Honorary Professor of Drama
Trinity College Dublin (Ireland)

From Research to Practice: Considering Context and the Teacher as Theorist

Maria Chona S. Lin: Department of English Ateneo de Manila University

Abstract

Keywords

International Board of Editors

Journal

Contact Us