Editor: Viv Edwards (University of Reading, UK)
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Volume: 14 Number: 2 Page: 123–139
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Language Teaching at University: A Clash of Cultures
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Gerdi Quist
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Language teaching at university may seem to be flourishing - many students take up the option of an extra module in a foreign language, to add to their skill-base. The thriving of language courses is largely
due to the increased implementation of instrumental values in higher education, which regards language learning as a skill rather than as a creative medium to inform students' understanding of society.
In this paper I trace the roots of these two dominant educational philosophies and I examine the place that language teaching occupies within them, relating this to the methodologies employed within these
contexts. I argue that the opposing views both have a limited view on language teaching - one as a tool for providing access to esteemed canonical products and the other to provide a pragmatic application.
Whilst the liberal humanist paradigm still influences language teaching at some institutions, the language debate in other institutions has been dominated by instrumental values. I argue that neither of
these approaches to language teaching alone allow for a critical and deep understanding of how language functions within society now. I also argue for recognising language as a means of expressing individuality.
Finally, I touch on the possibilities of an integrated approach within these two opposing paradigms.
© Multilingual Matters 2000
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