Foreign language programs in the 21st Century are in a period of transition. Many applied linguistics researchers now consider Communicative Language Teaching (CLT) to be antiquated and are initiating alternate approaches, some more compelling than others. Central to the discussion is the always-controversial topic of grammar pedagogy. How should grammar be taught and learned? How can grammar pedagogy fit into new frameworks for teaching language that favor focusing on texts? Is metalinguistic competence a goal that should be pursued, and, if so, at what level of instruction? At the core of the issue is the changing profile of students who enroll in language classes and the need to balance students’ pragmatic demands with broader programmatic goals.
Stacey Katz Bourns is Professor of Romance Languages & Literatures at Harvard University.
Light refreshments will be served.