Abstract
The following paper explores the relevance of linguistic expertise to teacher professionalization, in particular within a university-level study program for future English as a Foreign Language teachers. Because linguistics as an academic discipline is usually first introduced to future teachers in the course of their university studies and considering that it does not directly feature in content taught at school, future teachers often question its relevance, especially when compared to other areas of study like literary and cultural studies. Hence, the present paper discusses and illustrates what linguistics as a discipline has to offer future foreign language teachers and highlights the pedagogical value of linguistic expertise on the part of the teacher. Furthermore, this paper is devoted to outlining the aims, motivation and structure behind the teacher training course ProfiWerk Englisch, which was designed with communicative language teaching in mind and with the aim of promoting linguistic expertise and its relevance for foreign language teaching.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Babaee, R., Yahya, W. & Roselezam, W. (2014). Significance of Literature in Foreign Language Teaching. International Education Studies, 7 (4), 80‒85.
Banciu, V. & Jireghie, A. (2012). Communicative Language Teaching. The Public Administration and Social Policies Review, 1 (8), 94‒98.
Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship. Clevedon: Multilingual Matters.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1 (1), 1‒47.
Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (Hrsg.), Language and Communication (S. 2‒28). London: Longman.
Edge, J. (1988). Applying linguistics in English language teacher training for speakers of other languages. ELT Journal, 42 (1), 9‒13.
Harmer, J. (2007). The Practice of English Language Teaching (4. Aufl.). Harlow: Pearson Longman.
Kreyer, R. (2015). The Marburg Corpus of Intermediate Learner English (MILE). In M. Callies & S. Götz (Hrsg.), Learner Corpora in Language Testing and Assessment (S. 13‒34). Amsterdam and Philadelphia: John Benjamins.
Kreyer, R. & Güldenring, B. A. (2016). ‘But sometimes that potential is not used at all’. Views on linguistics in EFL teacher training and teaching. In R. Kreyer et al. (Hrsg.), Angewandte Linguistik in Schule und Hochschule. Neue Wege für Sprachunterricht und Ausbildung. Forum Angewandte Linguistik—F.A.L (S. 265‒297). Frankfurt a. M.: Peter Lang.
Lantolf, J. P. & Poehner, M. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. Vygotskian Praxis and the Research/Practice Divide. Routledge: New York.
Leech, G. N. (1983). Principles of Pragmatics. London and New York: Longman.
Lennon, P. (1991). Error: some problems of definition and identification. Applied Linguistics, 12 (2), 180‒195.
Littlewood, W. (2011). Communicative Language Teaching: An Expanding Concept for a Changing World. In E. Hinkel (Hrsg.), Handbook of Research in Second Language Teaching and Learning (Volume II) (S. 541‒557). New York and London: Routledge.
Richards, J. C. & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2. Aufl.). Cambridge: Cambridge University Press.
Savignon, S. J. (2002). Communicative Language Teaching: Linguistic Theory and Classroom Practice. In S. J. Savignon (Hrsg.), Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education (S. 1‒27). New Haven & London: Yale University Press.
Thomas, J. (1983). Cross-Cultural Pragmatic Failure. Applied Linguistics, 4 (2), 91‒112.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature
About this chapter
Cite this chapter
Güldenring, B.A., Kreyer, R. (2020). Professionalization and Linguistic Expertise. In: Meister, N., Hericks, U., Kreyer, R., Laging, R. (eds) Zur Sache. Die Rolle des Faches in der universitären Lehrerbildung. Edition Fachdidaktiken. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-29194-5_9
Download citation
DOI: https://doi.org/10.1007/978-3-658-29194-5_9
Published:
Publisher Name: Springer VS, Wiesbaden
Print ISBN: 978-3-658-29193-8
Online ISBN: 978-3-658-29194-5
eBook Packages: Social Science and Law (German Language)