Reconsidering graduate students' education as scholar-teachers: Mind your language!
| dc.contributor.author | Byrnes, Heidi | |
| dc.date.accessioned | 2020-12-14T23:16:17Z | |
| dc.date.available | 2020-12-14T23:16:17Z | |
| dc.date.issued | 2011-01-01 | |
| dc.description.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.” | |
| dc.identifier.citation | 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 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69695 | |
| dc.publisher | Heinle Cengage Learning | |
| dc.title | Reconsidering graduate students' education as scholar-teachers: Mind your language! | |
| dc.type | Article | |
| dc.type.dcmi | Text | |
| prism.endingpage | 42 | |
| prism.startingpage | 17 | |
| prism.volume | 2011 |
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