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Framing ideas from classical language teaching, past and future
|Title:||Framing ideas from classical language teaching, past and future|
|Date Issued:||01 Jan 2010|
|Publisher:||Heinle Cengage Learning|
|Citation:||Parker, J. (2010). Framing ideas from classical language teaching, past and future. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 112-124. http://hdl.handle.net/102015/69684|
|Abstract:||The Modern Language Association (MLA) Ad Hoc Committee report (MLA, 2007) raises|
large questions about the teaching not only of modern languages but of all cultural studies.
What was striking were the many challenges that resonate with classical language teaching.
In the study and teaching of classical languages, we have access only to vestigial and overtly
alien and often alienating texts; the impossibility of mother-tongue competence or total
immersion in the other’s culture actually provides a relevantly comparative model of the
effect on identity of various kinds of intercultural study and the claims that can be made for
such study in a global, complex, and destabilizing world. This chapter thus endorses the call
to rethink and disseminate the values of our two related disciplines; it is throughout argued
that “theory” should bring all of us into “the MLA project”: to reflect on models, lenses, and
paradigms that enable real innovation.
|Appears in Collections:||
2010 CRITICAL AND INTERCULTURAL THEORY AND LANGUAGE PEDAGOGY|
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