Language Teaching at University: A Clash of Cultures

Abstract

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.