Abstract
In recent years, the gap between academic linguistics
and language education has become increasingly
apparent, hindering the effective transmission of linguistic
knowledge to students. This paper presents an
overview of recent empirical research (mostly originating
in the Netherlands) that seeks to bridge this gap
by teaching students how to think like linguists within
the context of L1 grammar education. The paper takes
Dielemans' and Coppen's pedagogical framework for
linguistic reasoning as its starting point, relates this
framework to comparable initiatives and shows how
recent studies have empirically examined different aspects
of linguistic reasoning, including general linguistic
reasoning ability, the role of linguistic
metaconcepts and developing an appropriate epistemic
attitude. The paper concludes with some desiderata for
future research into this emerging research field.
and language education has become increasingly
apparent, hindering the effective transmission of linguistic
knowledge to students. This paper presents an
overview of recent empirical research (mostly originating
in the Netherlands) that seeks to bridge this gap
by teaching students how to think like linguists within
the context of L1 grammar education. The paper takes
Dielemans' and Coppen's pedagogical framework for
linguistic reasoning as its starting point, relates this
framework to comparable initiatives and shows how
recent studies have empirically examined different aspects
of linguistic reasoning, including general linguistic
reasoning ability, the role of linguistic
metaconcepts and developing an appropriate epistemic
attitude. The paper concludes with some desiderata for
future research into this emerging research field.
Original language | English |
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Pages (from-to) | 1-17 |
Journal | Language and Linguistics Compass |
DOIs | |
Publication status | Published - Mar 2024 |
Externally published | Yes |