Informacje
ERL RESEARCH
(PREMISES) Considering the fact(s) that every school determines
what students think OF language and - conversely - how language determines their views, i.e.; LANGUAGE(-)BELIEFS (incl. students’ views on listening, speaking, reading, and writing) |
what students do WITH language and - conversely - how language determines their actions i.e.; LANGUAGE(-)ACTIVITY (incl. students’ actions consisting in listening, speaking, reading, and writing) |
how students feel ABOUT language and -conversely - how language determines their emotions, i.e.; LANGUAGE(-)AFFECT (incl. students’ emotions concerning listening, speaking, reading, and writing) |
how students understand THROUGH language and - conversely - how language determines their thinking, i.e.; LANGUAGE(-)THINKING (incl. students’ world image as shaped by listening, speaking, reading, and writing) |
on the level of an individual, society, culture and reality,
(ASPIRATIONS) the point of this initiative consists in:
- carrying out GLOBALLY COORDINATED STUDIES within and across various countries and their educational systems (assumed to differ within and across the four areas shown above), and
- systematising research problems and methodologies applied in pedagogically-linguistic studies, and
- engaging academics falling into the four areas wishing to cooperate within and across them, and
- bringing the world of language and the world of educational science closer together.
(SUBJECT MATTER) The above can be presented graphically:
To learn more, read the text outlining the reasoning followed: ERL SCOPE AND SOCIAL COMPLEXITY
(SCIENTISTS INVOLVED) The above is to be studied two- and three-dimensionally.
| AREA | SKILL | REALM | Question arising | |
| Example 1 (2D) | Language(-)Beliefs | Reading | X | What do pupils believe they read for? |
| Example 2 (3D) | Language(-)Affect | Writing | Society | What do schools do to promote students’ liking for writing |
| Example 3 (2D) | Language(-)Activity | X | Man | What is the role of language in knowledge construction? |
| Example 4 (3D) | Language(-)Thinking | Speaking | Culture | How are subskills of speaking presented by official educational documents? |
To join in, please email us at educationalroleoflanguage@gmail.com.