Sub-Classification Language Teaching and Education
Philosophy and Theory of Education
Slavka Pogranova
John Baldacchino
Les pratiques des enseignants en formation initiale: la construction des savoirs, les gestes didactiques et l’alternance des langues en classe d’allemand et d’anglais à l’école primaire
Educing Ivan Illich
Berlin, 2020. 340 p., 4 ill. n/b, 62 tabl. rel. • ISBN 978-3-631-82127-5 CHF 64.– / €D 54.95 / €A 56.50 / € 51.40 / £ 42.– / US-$ 61.95 eBook (SUL) • ISBN 978-3-631-82129-9 CHF 64.– / €D 54.95 / €A 56.50 / € 51.40 / £ 42.– / US-$ 61.95
Ce livre décrit la construction des savoirs, les gestes didactiques et l’alternance des langues de futurs enseignants primaires genevois. Il montre qu’enseigner l’allemand et l’anglais, c’est débuter l’enseignement par des actes de parole insérés dans les dialogues. Enseigner l’allemand et l’anglais, c’est utiliser une diversité de gestes. En anglais, cela se traduit par la recherche d’une réflexion métalinguistique lors des moments d’institutionnalisation, et en allemand, par la continuité du travail scolaire lors de la création de la mémoire didactique. Enseigner l’allemand et l’anglais, c’est aussi alterner les langues avec des fonctions précises facilitant le passage d’une langue à une autre.
Thomas Szende
Form, Use, Consciousness Key topics in L2 grammar instruction With a Preface by Anthony J. Liddicoat (Professor of Applied Linguistics, University of Warwick) Berlin, 2020. 252 p. hb. • ISBN 978-2-8076-1585-4 CHF 56.– / €D 47.95 / €A 49.50 / € 45.– / £ 37.– / US-$ 54.95 eBook (SUL) • ISBN 978-2-8076-1586-1 CHF 56.– / €D 47.95 / €A 49.50 / € 45.– / £ 37.– / US-$ 54.95
Every language universe is both close to and far removed from our own. In a way, learning a foreign language is like not getting off at our usual stop and staying on the bus until we arrive at the terminal. The unfamiliar neighborhoods we discover are both similar to and different from what we know. Learners tackle an L2 using a variety of experiences acquired in their L1, and this new language system works as part of a network of previously existing grammar models and social categories. The purpose of this book is not to revisit the pros and cons of teaching grammar. Learning an L2 appears as the gradual ability to realize which language features to select and prioritize to express a particular idea. Speaking in any L2 requires specific tools, and describing reality through new linguistic means involves a mental restructuring to which learners—particularly adults and older adolescents—are sometimes resistant. Indeed, not all information produced in an L2 and disclosed to the learners will necessarily be applied to language acquisition. If, by some miracle, this were the case, there would be no need for any reflection on the teaching and learning of grammar.
Reform, Contingency and Disestablishment New York, 2020. XII, 186 pp. Teaching Contemporary Scholars. Vol. 12 hb. • ISBN 978-1-4331-7643-2 CHF 118.– / €D 102.95 / €A 105.40 / € 95.80 / £ 77.– / US-$ 114.95 pb. • ISBN 978-1-4331-7642-5 CHF 42.– / €D 36.95 / €A 37.60 / € 34.20 / £ 28.– / US-$ 40.95 eBook (SUL) • ISBN 978-1-4331-7644-9 CHF 42.– / €D 40.95 / €A 41.– / € 34.20 / £ 28.– / US-$ 40.95
More than a book about Illich, this is a conversation with Illich’s work as we enter the third decade of the 21st century, just under twenty years after his passing, and almost ?fty years since his Deschooling Society was ?rst published. As Illich is beati?ed and demonised in equal measure, Educing Ivan Illich chooses to focus on the relationship between reform, contingency and disestablishment. As reform stands for a plurality of reiterations that seek effective forms of accordance, in our recognition of contingency we freely claim that even as we might recognize the presence of universality in how everything appears on a shared horizon, we are not denied the existence and dynamic reality of plural possibilities in their inherent contradictions. In this bargain of synchronicity, we ?nd that disestablishing the rei?ed universe by which we have, for so long, traded, staked and even lost our freedom and intelligence, is not just a desire but it becomes a must. Unlike other commentators of Illich’s work, Baldacchino argues that what is radical about Illich is not a freestanding concept of deschooling but in how, in disestablishing social life, he exits the walls of the polis by upholding tradition as a disruptive force. In such light Illich’s work is read in what remains overdue. Odd though it may sound, this is an urgent need for anyone interested in Illich’s unique and irreplaceable contribution. To that end, Educing Ivan Illich has far more to offer than is usually expected from a commentary on someone else’s work.
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