Language: Concepts and Precepts
INTRODUCTION “A definition of language,” observed the British cultural critic, Raymond Williams, “is always, implicitly or explicitly, a definition of human beings in the world” (1977, p. 21). That is because language permeates every aspect of human experience, and creates as well as reflects images of that experience. It is almost impossible to imagine human life without it. And yet, we seldom think about it. We are oblivious of its ubiquitous presence in and around us, just as the fish is (or, is it?) unmindful of the water it is submerged in. Even those who systematically study language have not fully figured out what it is. A case in point: After brilliantly synthesizing both Western and non-Western visions of language developed through the ages, the leading French linguist and psychoanalyst, Julia Kristeva (1989, p. 329) ends her erudite book on language with the humbling phrase: “that still unknown object—language.” Without delving deep into that still unknown object, I briefly outline in this chapter my understanding of how theoretical linguists have attempted to decipher the fundamental concepts of language and how applied linguists have tried to turn some of those theoretical concepts into applicable pedagogic precepts.
From: KUMARAVADIVELU, B. Understanding language teaching: from method to postmethod. Londres: Lawrence Erlbaum Associates, 2006. Available at: https://livelongday.files.wordpress.com/2011/08/ kumaraposmethod.pdf Acess: 17 de may de 2022.
According to this extract of KUMARAVADIVELU’s introduction to his book, we cannot say about language that