This paper challenges the traditional language pedagogy with deconstruction.
Written in 2005; 1,800 words; 6 sources; $ 71.95
Paper Summary:
In this article, the writer points out that traditional teaching of language has students vainly searching for the "point" of the story, the meaning, the theme, the plot. The writer maintains that such tactics are ultimately reductive and do not foster critical thinking among students. Further, the writer discusses that in order to challenge students to become more aware of the intricacies of language and become better readers and writers, educators must challenge them to approach language from a more deconstructive position.
From the Paper:
"When confronted with possibility of incorporating deconstruction into pedagogical discussions, it is almost possible to hear a host of teachers everywhere shudder in a mix of disapproval and disgust. Traditional language pedagogy has not been especially forgiving of deconstructive methods, especially on levels other than the university. Nevertheless, it is at the earlier stage that deconstruction can be the most useful in language education. At its heart, deconstruction demonstrates the feeling of the inescapable and the suspicion of language."
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