A Pragmatic Philosophy Of Second Language Acquisition

1256 Words6 Pages
A Pragmatic Philosophy of Second Language Acquisition
Learning a second language is an issue of immense importance in our contemporary world. Knowledge of a second language enhances a person’s economic potential in the globalized marketplace. The ability to read, write, speak, and comprehend another language empowers an individual to exchange ideas across cultural and linguistic barriers. At the center of contemporary second language acquisition is the learning and teaching of English. Due to the legacy of the British Empire and the rise of the United States as the world’s last remaining superpower, English has become the main international mode of communication in science, technology, business, diplomacy and popular entertainment. While educators and students worldwide may agree that learning English is paramount, many students and teachers struggle with a pragmatic means to achieve this goal. In this paper, I discuss my pragmatic philosophy of second language acquisition (SLA) based on existing literature on the topic and my experiences teaching English to second language learners in Asia and in the United States.
To be a pragmatic language teacher means to be sensible, realistic and practical rather than to base instructional methods solely on theoretical considerations. Brown (2007) states, “Pragmatic constraints on language comprehension and production may be loosely thought of as the effect of context on a string of linguistic events” (p. 232). A pragmatic
Get Access