Teach language as living and developing, not as a set of dogmatic precepts¶

Theory · All theories
Evidence · no claims cited

Description¶

The report closes by endorsing the attitude Jespersen expressed in his 1909 grammar: representing English grammar not as a set of stiff dogmatic precepts marking some things correct and others absolutely wrong, but as something living and developing under continual fluctuations, founded on the past and preparing the way for the future. The author suggests a short list of complementary publications that could stimulate progress toward this ideal attitude and contribute to a teacher's personal philosophy about language.

Design Implications¶

Context¶

Requirements¶

• Teachers need background reading, such as the report's selected reference list, to develop a personal philosophy about language

Constraints¶

• The suggested list is not intended as a bibliography for any one topic nor as references on how to teach language

Target Learners¶

• teachers of language and language-related subjects
• teacher educators and methods teachers

Target Learning Objectives¶

• development of a realistic teacher philosophy about language and usage standards

Claims¶

• Language Inquiry Respondent Linguist Differences Standards Items [~M]

Related Principles¶

• Learning activities have a legitimate place in the language syllabus, but remain secondary to acquisition activities

Examples¶

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Key Sources¶

• Frogner, Ellen A. (1969). Using the Language Inquiry as a Teaching Device. Illinois State-Wide Curriculum Study Center in the Preparation of Secondary English Teachers (ISCPET). https://eric.ed.gov/?id=ED034768