Language Pedagogy

Making use also of the gnoseological achievements of the Nuovo Saggio, in the work Del Principio supremo della Metodica Rosmini develops a real phenomenology of language, presenting it in a pedagogical perspective and in close relation with the intellectual development of man. Starting from a reflection on the evolution of language , this approach focuses on the corresponding practical-pedagogical activity. The goal is to show how, by the means of language, the human being develops in his different stages of growth; afterwards, the way is highlighted in which language itself becomes the vehicle by which we can teach the art of reflection, through which man's cognitive development and intellectual awareness are made possible. Moreover, we want to show the 'bending' and intentionality that the pedagogical action must have with regard to the language itself, in order to achieve the goal of human development .

This volume accentuates how ELT materials can be a mediation of capitalizing on moral and cultural values, which are more locally-grounded in respective Southeast Asia (SEA) countries. It features critical studies on locally-produced ELT materials (textbooks) situated in the following SEA countries: Timor-Leste, The Philippines, Singapore, Malaysia, Cambodia, Vietnam, Indonesia, and Thailand. The chapters, written by experts who know the ELT context of their respective SEA country, critically examine the design and use of ELT materials widely used in local and national contexts. Thus, the volume provides fresh insight into how values are uniquely manifested in language classroom materials. The present text also brings together empirical, conceptual and practical grounds for incorporating moral and cultural values into ELT materials development in such a way that it views morality and culture as a mutually complementing entity. This much-needed volume will be a valuable resource for those interested in the design and use of language materials in culturally and linguistically diverse contexts, such as in the Asia Pacific, America, Africa, and Europe.

As the present author is now deeply interested in primary education without institutionalized schooling and money-sign, his concern for children leads to a pedagogical project. A primer was developed and it is meant for the primary Bengali school-teachers, who were introducing Bangla alphabets to the children below six years. The strategy adopted here for introducing target language graphemes to the Bengali children was altogether different from the usual cultural practice of introducing Bangla alphabet with sequential Sanskrit phonetic order of things that created ambiguities and confusion in the mind of learning-subjects as there was no strict one-to-one correspondences between Bangla speech sounds and traditional graphemes. There might be one-many or many-one or zero –one (or vice versa) correspondences. Therefore, altogether different approach was taken to teach language art by introducing art samples already available in the Bengali culture. The simple contours of Alpana (“ritual painting in the floor of the house” mainly practiced by Bengali women at the time of religious festival; the term denotes 'to coat with’. The idea of using Alpana in the context of learning was taken from the understanding of Satyajit Ray’s Bangla calligraphy. Graphemes were introduced to children after teaching straight lines, adjoining straight lines with dots, triangle, rectangle and circle respectively. All the shapes are formed either by the way of drawing or by using clay. These basic shapes were gradually metamorphosed into the graphemic shapes and that was a strange and a new experience to the child learner. Graphemes, on the basis of their homogeneity, e.g., sounds like b, r, k, dh, jh etc. with their atomic triangular shapes or o, t, ou, oi with the basic circular shapes were put together with the contours of “alpana” for executing learning process. Along with this artistic learning, songs containing the sounds related to graphemes were sung with few musical instruments. Later on stories are told and performed as a play (both teachers and students participate in the extempore dramas and relevant musicking) with a view to write stories in the latter stage of learning. Thus the whole process had become a joyful bi-way “learning” process rather than that of one way “teaching”.

In all the cases, the learning process, apart from its context-specific lingua-aesthetic content, depended on the prior knowledge of the linguistic features of Bangla language. By anticipating phonetic features, phonological rules and child language acquisition theory, the whole (open) text was built with the help of a Bengali child-learner. All the sketches of this open text were drawn by Master Akhar Bandyopadhyay (started drawing when he was 3 years old and he finished learning graphemes within one and a half years. In case of above six-year old illiterate learners, it took 20 to 25 days to learn almost all the Bangla graphemes along with few allographs, if s/he is taught in this way.) The redundant and opaque clustered graphemes are avoided in this phono-centric lingua-aesthetic direct learning process.

Part of the Composition Studies "Where Are We" section, this paper describes the theoretical and pedagogical impetus behind empirical research into a piloted curriculum at our HBCU based upon H. Samy Alim's Critical Hip Hop Language Pedagogy

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If you've ever wondered why we need concepts like noun and verb or word and phrase when discussing language, this book is for you. Deliberately selective in its approach and assuming no prior knowledge of linguistics, The Language of Language explores the nature of language and linguists' agreed-upon ways of talking about the object of their inquiry. Our focus is on modes of thinking rather than content knowledge. Our goal is to encourage informed thinking about (why) language matters, so that you can continue puzzling about language issues long after you've worked your way through this book and its companion website.
Now in its third edition, at just over 300 pages and priced to make you want to own it, the book is packed with over 100 commented activities, examples of language play, and fun food for thought, designed to whet your appetite for linguistics and language studies.
The companion workbook, Lang101 Workbook. Linguistics Exercises & Activities for Starters, contains 460 more activities for self-study or for the classroom.

In this article we presented the theoretical view of Socrates' life and his method in teaching. After the biographical facts of Socrates and his life, we explained the method he used in teaching and the two main types of his method, Classic and Modern Socratic Method. Since the core of Socrates' approach is the dialogue as a form of teaching we explained how exactly the Socratic dialogue goes. Besides that, we presented two examples of dialogues that Socrates led, Meno and Gorgias. Socratic circle is also one of the aspects that we presented in this paper. It is the form of seminars that is crucial for group discussions of a given theme. At the end, some disadvantages of the Method are explained. With this paper, the reader can get the conception of this approach of teaching and can use Socrates as an example of how successfull teacher leads his students towards the goal.