Exploring Interactions Between Linguistic Theories, Language Learning and Pedagogy

The book explores the theoretical and philosophical groundings of various frameworks of language acquisition, pedagogy and practices. Central to its inquiry are foundational questions such as: How do different theories look at the nature of language and its acquisition, and how do they generate a two-way process of influencing pedagogical practices in different socio-cultural contexts and receive information back from the practices for its theoretical reflections? Structured in five parts—(i) Linguistic structure, language use, and cognitive processes; (ii) Cultural embeddedness of linguistic structures; (iii) The acquisition-learning debate and contemporary language pedagogy; (iv) Multilingual contexts of language use and instruction; and (v) The socio-political epistemology of language use—the book engages in a socio-political and critical-historical analysis. It traces the evolution of linguistic concepts and their influence on educational practices, explores their transdisciplinary migration across linguistics, psychology, and education, and interrogates the conceptual tensions that continue to challenge and reshape the field of language learning and pedagogy.

The book explores the theoretical and philosophical groundings of various frameworks of language acquisition, pedagogy and practices. Central to its inquiry are foundational questions such as: How do different theories look at the nature of language and its acquisition, and how do they generate a two-way process of influencing pedagogical practices in different socio-cultural contexts and receive information back from the practices for its theoretical reflections? Structured in five parts—(i) Linguistic structure, language use, and cognitive processes; (ii) Cultural embeddedness of linguistic structures; (iii) The acquisition-learning debate and contemporary language pedagogy; (iv) Multilingual contexts of language use and instruction; and (v) The socio-political epistemology of language use—the book engages in a socio-political and critical-historical analysis. It traces the evolution of linguistic concepts and their influence on educational practices, explores their transdisciplinary migration across linguistics, psychology, and education, and interrogates the conceptual tensions that continue to challenge and reshape the field of language learning and pedagogy.

"Traversing diverse and conflicting linguistic theories, contributors have tried to achieve an equilibrium in proposing language pedagogic practices most appropriate to multilingual societies. An unusual compendium of transdisciplinary dialogue between scholars from different sub-disciplines of linguistics, psychology, and education”.---Anvita Abbi

“This timely volume insightfully explores the multiple intersections between linguistic theories, language learning, and instructional practices in ways that contribute significantly to current understandings of the central role that language plays in all facets of human existence”.--- Jim Cummins

“This immensely exciting book explores the intricate relationship between language, cognition, and pedagogy, moving beyond traditional views of language to highlight its culturally embedded nature and provides insights that can be leveraged for effective language education, particularly in multilingual societies”.---Ajit K. Mohanty

“This volume is a welcome contribution to the articulation of interdisciplinary language sciences as social practices/theories of learning and teaching in a postcolonial world”.--- Christopher Sinha