Includes bibliographical references and index

Contents ; List of figures ix ; Preface xi ; Acknowledgements xv ; PART ONE Language and education 1; 1 Language, linguistics, and education 3; 2 Understanding and the acquisition of knowledge 21; 3 Simplification and the teacher 33 ; PART TWO Second language learning 45; 4 Teaching communicative competence 47; 5 Language, culture, and English for Academic Purposes 55 ; PART THREE Language in British education 63; 6 Language in education: coherence or chaos 65; PART FOUR Literature and education 85; 7 Literature, power, and the canon 87; 8 Assessing literary competence 93 ; PART FIVE The politics of language teaching 103; 9 British cultural studies 105; 10 Teaching English as a world language 115; 11 The English language and language rights 127 ; PART SIX Research and understanding 143; 12 Research in the language classroom 145; 13 Teaching, researching, and knowledge 159; 14 Educational linguistics, applied linguistics, and the study of Language practices 167; Bibliography 189 ; Index 201

Starting from the premise that each person develops a unique and personal code for communication, Christopher Brumfit examines the roles of teachers and learners and the approaches that education professionals should develop in support of learners. The book draws upon linguistic, psychological, philosophical, and sociolinguistic principles and uses practical examples from second, foreign, and mother tongue teaching. It attempts to integrate theoretical and empirical work with the practical needs of institutions and of teachers without losing sight of learners' needs for free personal choice combined with effective communication. Drawing upon the author's extensive experience in the field, it considers the roles of literature and culture, as well as language policy in relation to learners' rights, and attempts to outline a humane and realistic philosophy for language teaching.