posted by Jürgen Kurtz, Karlsruhe University of Education, Germany
Today I finished reading From Corpus to Classroom. Language Use and Language Teaching (O’Keefe, McCarthy & Carter 2007). In my view, this is a well-written and in many ways thought-provoking book that provides a wide-ranging (largely introductory) overview of corpus-based research and its implications for foreign language learning and teaching. Since I am particularly interested in the role of improvisation and creativity in EFL classroom discourse (see Kurtz (2001) as well as the TEFLSPEAK-G series of posts on this blog), I found the following passage most interesting:
“There is a long way to go in understanding creativity in the spoken language and in exploring the applications to the classroom of such understandings, but the first steps have been taken in recognising that it has been generally underplayed within the language teaching classroom. It is something that we need to work on to bring the best out of us as learners, teachers and collaborators in the language classroom. It is a fundamental aspect of a more humanistic approach to language teaching. And it is the kind of evidence supplied by corpora of spoken language that enable these first steps to be taken.” (O’Keefe, McCarthy & Carter 2007: 197).
However, I did not find any references to research findings not published in English in this book. The more I read, the more I became aware (once again) of the dominance of the English language in academic communication – which raises a number of fundamental questions (see, for instance, Gnutzmann 2006).
Gnutzmann, Claus (2006). Fighting or fostering the dominance of English in academic communication?” Fachsprache, 2006 (28), 195-207.
Kurtz, Jürgen (2001). Improvisierendes Sprechen im Fremdsprachenunterricht. Eine Untersuchung zur Entwicklung spontansprachlicher Handlungskompetenz in der Zielsprache. Tübingen: Narr.
O’Keefe, Anne; McCarthy, Michael & Carter, Ronald (2007). From Corpus to Classroom. Language Use and Language Teaching. Cambridge: Cambridge University Press.