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In: Routledge English language introductions
This chapter uses reflection on the author's involvement in the movement known as 'language through literature' or 'pedagogical stylistics' as a way into describing how the field emerged, its relations with different theoretical positions in English Language Teaching (ELT), and its main achievements as regards syllabus reform and methodological innovation. Arguments now made in favour of incorporating the study of literary texts into second-language (L2) English programmes are assessed, as well as some arguments commonly made against. The chapter concludes by identifying present and future challenges, ranging from specifics of course design and pedagogy through to a need to respond to the political imperative of vocational relevance in nearly all fields of education. Each kind of issue, the chapter argues, must be a concern for teachers and others who believe that both a cultural and a professional dimension in English language education are essential, if linguistics is to be 'applied' in socially relevant ways.
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In: Radical philosophy: a journal of socialist and feminist philosophy, Heft 67, S. 48-50
ISSN: 0300-211X
In: Radical philosophy: a journal of socialist and feminist philosophy, Heft 67, S. 48-50
ISSN: 0300-211X
In: New community: European journal on migration and ethnic relations ; the journal of the European Research Centre on Migration and Ethnic Relations, Band 18, Heft 4, S. 631-632
ISSN: 0047-9586
In: Routledge English language introductions
In: Journal of ethnic and migration studies: JEMS, Band 18, Heft 4, S. 631-643
ISSN: 1469-9451