Reconsidering graduate students' education as scholar-teachers: Mind your language!
Date
2011-01-01
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Heinle Cengage Learning
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2011
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17
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42
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Abstract
This contribution argues that the education of the future professoriate must be
based on a comprehensive view of the work of FL professionals. That requires the
FL field to develop a coherent intellectual foundation and educational philosophy capable of assuring the validity and value of the range of its contributions—in
teaching, scholarship, and service. The paper proposes a reimagined shared
knowledge about language as that necessary foundation, substantiating the argument
from several perspectives: investigation of the conceptualization of language
underlying
the MLA Report; a projection of future demands on faculty with regard
to knowledge about language; the possibilities of systemic functional linguistics
to provide suitable conceptual constructs and educational proposals; a critique of
the current situation in core areas of the field; features of a reconceptualized TA
education; and reflections on future steps that might enable language professionals
to “mind our language” while we “mind the store.”
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Byrnes, H. (2011). Reconsidering graduate students' education as scholar-teachers: Mind your language! The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 17-42. http://hdl.handle.net/102015/69695
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