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26 - Conceptions of L2 Learning in Critical Language Pedagogy

from Part V - Pedagogical Interventions and Approaches

Published online by Cambridge University Press:  25 June 2019

By
Graham Crookes
Edited by
John W. Schwieter  and
Alessandro Benati
John W. Schwieter
Affiliation:
Wilfrid Laurier University
Alessandro Benati
Affiliation:
American University of Sharjah, United Arab Emirates
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Summary

A view of second language instruction that takes social justice as both major focus and aim is now quite familiar in the field of applied linguistics. Over fifty years of publishing (on a small scale, with only scattered reports of individual efforts), the area has paid little attention to mainstream psychological learning theory nor to conventional second language acquisition (SLA) theory. Its own publications have drawn on educational theory, curriculum theory, social theory (not to mention political philosophy), first language (L1) literacy instructional practices (composition and rhetoric), critical discourse analysis, and the pedagogy of adult education, among other areas and fields. It has been a stimulus to the broader development of critical applied linguistics. Its most immediate conceptual neighbour in applied linguistics, perhaps, is second language (L2) work on learner autonomy, though with little acknowledgement. This literature contains both broad-brush and narrower descriptions of what is or should be going on in critical (language) pedagogy classrooms, as well as more theoretical discussions concerning their intent.

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The Cambridge Handbook of Language Learning , pp. 621 - 646
Publisher: Cambridge University Press
Print publication year: 2019

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