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Language study in higher education and the development of criticality

Lookup NU author(s): Professor Florence Myles

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Abstract

This article explores the development of criticality in Modern Languages graduates in the UK. It is based on a larger research project investigating the development of criticality in (initially) two academic disciplines through the detailed analysis of a large corpus of qualitative data. This includes student interviews, teacher interviews, classroom observation, written and oral work produced by students, documentation produced for courses, and policy statements from national and institutional sources. This article focuses on the relationship between the Modern Languages curriculum, particularly language teaching and learning, and the development of criticality. Drawing upon evidence from the qualitative data, it outlines the ways in which the courses can be seen to contribute to the development of wider social competences. Finally it discusses the distinctiveness of the contribution to criticality development provided by the cross-cultural and cross-linguistic experience of Modern Languages undergraduates. © Blackwell Publishing Ltd. 2005.

Publication metadata

Author(s): Brumfit C, Myles F, Mitchell R, Johnston B, Ford P

Publication type: Article

Publication status: Published

Journal: International Journal of Applied Linguistics

Year: 2005

Volume: 15

Issue: 2

Pages: 145-168

ISSN (print): 0802-6106

ISSN (electronic): 1473-4192

Publisher: Wiley-Blackwell Publishing Ltd.

URL: http://dx.doi.org/10.1111/j.1473-4192.2005.00085.x

DOI: 10.1111/j.1473-4192.2005.00085.x

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