Language study can be immensely valuable, but language educators have typically
relied on arguments and defenses of second/foreign language study that confuse the
benefits of language knowledge with those of language study. In
this article, an effort is made to identify three kinds of alternative arguments
(epistemological, socio-political, and interpersonal) that might be used for
advocating second/ foreign language study as part of the general education of the
university student.
Allen, W.
(1980) Side Effects.
New York: Ballentine
.
2.
Ammon, U.
(2003) ‘Global English and the non-native
speaker: Overcoming disadvantage’, in
H. Tonkin
and
T. Reagan
(eds) Language in the 21st Century, pp.
23–34.
Amsterdam: John Benjamins
.
3.
Andrews, L.
(1998) Language Exploration and Awareness, second
edition.
Mahwah, NJ: Lawrence Erlbaum Associates
.
4.
BartolomÈ, L.
(1998) The Misteaching of Academic Discourses:The Politics of
Language in the Classroom.
Boulder, CO: Westview Press
.
5.
Benesch, S.
(2002) Critical English for Academic Purposes:Theory,
Politics, and Practice.
Mahwah, NJ: Lawrence Erlbaum Associates
.
6.
Bernhardt, E.
(1998) ‘Sociohistorical perspectives on language
teaching in the modern United States’, in
H. Byrnes
(ed.) Learning Foreign and Second Languages, pp.
39–57.
New York: Modern Language Association of America
.
7.
Bourdieu, P.
,
Passeron, J.-C.
and
de Saint Martin, M.
(1994) Academic Discourse.
Stanford, CA: Stanford University Press
.
8.
Brown, C.
(1995)
‘The case for foreign languages’
. Perspective: Council for Basic Education7(2):
1–19
.
9.
Brutt-Griffler, J.
(2002) World English:A Study of Its Development.
Clevedon: Multilingual Matters
.
10.
Campbell, R.
and
Rosenthal, J.
(2000) ‘Heritage languages’,
in
J. Rosenthal
(ed.) Handbook of Undergraduate Second Language Education, pp.
165–184.
Mahwah, NJ: Lawrence Erlbaum Associates
.
11.
Corson, D.
(1999) Language Policy in Schools: A Resource for Teachers
and Administrators.
Mahwah, NJ: Lawrence Erlbaum Associates
.
12.
Crystal, D.
(2003) English as a Global Language, second
edition.
Cambridge: Cambridge University Press
.
13.
Dearden, R.
,
Hirst, P.
and
Peters, R.S.
, eds (1972) Education and the Development of Reason.
London: Routledge and Kegan Paul
.
14.
Durand, C.
(2001) La mise en place des monopoles du savoir.
Paris: L’Harmattan
.
15.
Edwards, J.
(1993) ‘Esperanto as an international research
context’, in
I. Richmond
(ed.) Aspects of Internationalism: Language and Culture, pp.
21–34.
Lanham, MD: University Press of America/Center
for Research and Documentation on World Language Problems
.
16.
Ehrenreich, S.
(2003) ‘Abroad and back home–How can
foreign language teacher education help develop intercultural
competence?’, in
R. Tormey
(ed.) Teaching Social Justice, pp.
161–172.
Dublin: Centre for Educational Disadvantage
Research, Mary Immaculate College and Ireland Aid
.
17.
Elgin, S.
(2000) The Language Imperative.
Cambridge, MA: Perseus Books
.
18.
Elvin, L.
(1977) The Place of Commonsense in Educational Thought.
London: George Allen and Unwin
.
19.
Fairclough, N.
, ed. (1992) Critical Language Awareness.
London: Longman
.
20.
Fink-Eitel, H.
(1988) Foucault zur einführung.
Hamburg: Verlag GmbH (Hamburg)
.
21.
Graddol, D.
(1998) The Future of English.
London: The British Council
.
22.
Grove, C.
(2003) ‘The role of instruction in Spanish
second language acquisition’, in
B. Lafford
and
R. Salaberry
(eds) Spanish Second Language Acquisition: State of the Science,
pp. 287–319.
Washington, DC: Georgetown University Press
.
23.
HagËge, C.
(2000) Halte ‡ la mort des langues.
Paris: …ditions Odile Jacob
.
24.
Hall, J.
and
Eggington, W.
, eds (2000) The Sociopolitics of English Language
Teaching.
Clevedon: Multilingual Matters
.
25.
Herman, D.
(2002) ‘“Our patriotic
duty”: Insights from professional history,
1890–1920’, in
T. Osborn
(ed.) The Future of Foreign Language Education in the United
States, pp. 1–29.
Westport, CT: Bergin and Garvey
.
26.
Hinkel, E.
and
Fotos, S.
, eds (2002) New Perspectives on Grammar Teaching in Second
Language Classrooms.
Mahwah, NJ: Lawrence Erlbaum Associates
.
27.
Hirst, P.
(1974) Knowledge and the Curriculum.
London: Routledge and Kegan Paul
.
28.
Hirst, P.
and
Peters, R.S.
(1970) The Logic of Education.
London: Routledge and Kegan Paul
.
29.
Hymes, D.
(1996) Ethnography, Linguistics, Narrative Inequality: Toward
an Understanding of Voice.
London: Taylor and Francis
.
30.
Janton, P.
(1993) Esperanto: Language, Literature and
Community(ed.
H. Tonkin
,
trans. H. Tonkin
,
J. Edwards
and
K. Johnson-Weiner
).
Albany, NY: State University Press of New York
.
31.
Jarvis, G.
(1980) ‘The value of second-language
learning’, in
F. Grittner
(ed.) Learning a Second Language: Seventy-Ninth Yearbook of the National
Society for the Study of Education, pp.
26–43.
Chicago, IL: University of Chicago Press
.
32.
Jordan, D.
(1997) ‘Esperanto and esperantism: Symbols and
motivations in a movement for linguistic equality’, in
H. Tonkin
(ed.) Esperanto, Interlinguistics and Planned Language, pp.
38–65.
Lanham, MD: University Press of America/Center
for Research and Documentation on World Language Problems
.
33.
Kubota, R.
,
Austin, T.
and
Saito-Abbott, Y.
(2003)
‘Diversity and inclusion of sociopolitical issues in foreign
language classrooms: An exploratory survey’
. Foreign Language Annals36(1):
12–24
.
34.
Lafayette, R.
, ed. (1996) National Standards:A Catalyst for Reform.
Lincolnwood, IL: National Textbook Co./American
Council on the Teaching of Foreign Languages
.
35.
Lee, P.
(1996) The Whorf Theory Complex:A Critical
Reconstruction.
Philadelphia, PA: John Benjamins
.
36.
Loeb, A.
, ed. (1996) The Wit and Wisdom of Mark Twain.
New York: Barnes and Noble Books
.
37.
Lomas, C.
and
Osoro, A.
, eds (1993) El enfoque comunicativo de la
enseÒanza de la lengua.
Buenos Aires: PaidÛs
.
38.
Met, M.
and
Galloway, V.
(1992) ‘Research in foreign language
curriculum’, in
P. Jackson
(ed.) Handbook of Research on Curriculum, pp.
852–890.
New York: Macmillan
.
39.
Nuessel, F.
(2000) The Esperanto Language.
New York: Legas
.
40.
Odlin, T.
, ed. (1994) Perspectives on Pedagogical Grammar.
Cambridge: Cambridge University Press
.
41.
Ortega, L.
(1999) ‘Language and equality: Ideological and
structural constraints in foreign language education in the
US’, in
T. Huebner
and
K. Davis
(eds) Sociopolitical Perspectives on Language Policy and Planning in the
USA, pp. 243–266.
Amsterdam: John Benjamins
.
42.
Osborn, T.
(2000) Critical Reflection and the Foreign Language
Classroom.
Westport, CT: Bergin and Garvey
.
43.
Osborn, T.
and
Reagan, T.
(1998)
‘Why Johnny can’t hablar, parler, or sprechen: Foreign
language education and multicultural education’
. Multicultural Education6(2):
2–9
.
44.
Ovando, C.
and
Gourd, K.
(1996) ‘Knowledge construction, language
maintenance, revitalization and empowerment’, in
J. Banks
(ed.) Multicultural Education: Transformative Knowledge and
Action, pp. 297–322.
New York: Teachers College Press
.
45.
Pennycook, A.
(1994) The Cultural Politics of English as an International
Language.
London: Longman
.
46.
Pennycook, A.
(1998) English and the Discourses of Colonialism.
London: Routledge
.
47.
Peters, R.S.
, ed. (1967) The Concept of Education.
London: Routledge and Kegan Paul
.
48.
Peters, R.S.
, ed. (1973) The Philosophy of Education.
Oxford: Oxford University Press
.
49.
Phillips, J.
and
Terry, R.
, eds (1999) Foreign Language Standards: Linking Research,
Theories and Practices.
Lincolnwood, IL: National Textbook Co./American
Council on the Teaching of Foreign Languages
.
50.
Phillipson, R.
(1992) Linguistic Imperialism.
Oxford: Oxford University Press
.
51.
Phillipson, R.
(2003) English-Only Europe? Challenging Language
Policy.
London: Routledge
.
52.
Reagan, T.
(1999)
‘Constructivist epistemology and second/foreign language pedagogy’
. Foreign Language Annals32(4):
413–425
.
53.
Reagan, T.
(2002a) Language, Education and Ideology: Mapping the
Linguistic Landscape of U.S. Schools.
Westport, CT: Praeger
.
54.
Reagan, T.
(2002b) ‘Toward a political economy of the less
commonly taught languages in the American public schools’, in
T. Osborn
(ed.) The Future of Foreign Language Education in the US, pp.
125–138.
Westport, CT: Bergin and Garvey
.
55.
Reagan, T.
and
Osborn, T.
(1998)
‘Power, authority and domination in foreign language education:
Toward an analysis of educational failure’
. Educational Foundations12(2):
45–62
.
56.
Reagan, T.
and
Osborn, T.
(2002) The Foreign Language Educator in Society:Toward a
Critical Pedagogy.
Mahwah, NJ: Lawrence Erlbaum Associates
.
57.
Reagan, T.
and
Vorster, J.
(2000)
‘Die Politiek van Vergetelheid: Stand van die
Minder-algemeen-onderrigte Tale’
. Language Problems and Language Planning24(1):
55–76
.
58.
Rhodes, N.
and
Branaman, L.
(1999) Foreign Language Instruction in the United States:A
National Survey of Elementary and Secondary Schools.
McHenry, IL: Delta Systems Co./Center for
Applied Linguistics
.
59.
Romaine, S.
(2000) Language in Society: An Introduction to
Sociolinguistics, second edition.
Oxford: Oxford University Press
.
60.
Schulz, R.
(1988) ‘Methods of teaching German in the United
States: A historical perspective’, in
D. Benseler
,
W. Lohnes
and
V. Nollendorfs
(eds) Teaching German in America: Prolegomena to a History, pp.
55–75.
Madison: University of Wisconsin Press
.
61.
Thomas, L.
and
Wareing, S.
(1999) Language, Society and Power.
London: Routledge
.
62.
Thomas, U.
(1988) ‘Mark Twain’s German language
learning experiences’, in
D. Benseler
,
W. Lohnes
and
V. Nollendorfs
(eds) Teaching German in America: Prolegomena to a History, pp.
133–143.
Madison: University of Wisconsin Press
.
63.
Tonkin, H.
and
Reagan, T.
, eds (2003) Language in the 21st Century.
Amsterdam: John Benjamins
.
64.
Twain, M.
(1966[1869]) The Innocents Abroad.
New York: Signet Classics
.
65.
Van Lier, L.
(1995) Introducing Language Awareness.
New York: Penguin
.
66.
Wallinger, L.
, ed. (2002) Teaching in Changing Times:The Courage to
Lead.
Boston: McGraw-Hill
.
67.
Watzke, J.
(2003) Lasting Change in Foreign Language Education: A
Historical Case for Change in National Policy.
Westport, CT: Praeger
.
68.
Williams, M.
and
Burden, R.
(1997) Psychology for Language Teachers: A Social
Constructivist Approach.
Cambridge: Cambridge University Press
.
