English didactics in Norway : A propaedeutic or parasitic discipline?
Peer reviewed, Journal article
MetadataShow full item record
Original versionKarimi-Aghdam, S., & Wanphet, P. (2023). English didactics in Norway: A propaedeutic or parasitic discipline? Journal of applied linguistics and applied literature. Dynamics and advances, 11(1), 77-102. doi: 10.22049/JALDA.2023.28050.1475
Since English didactics has a relatively short history in Norway, exploring its nature, scope, academic identity, definition, status, and raison d'être is an ineluctable necessity. This article sets out to answer a simple yet fundamental question about English didactics: Is English didactics a propaedeutic discipline or a parasitic discipline? We argue that English didactics is warranted to address three interrelated issues if it purports to establish itself as a propaedeutic discipline. First, English didactics needs to demarcate and delimit its disciplinary boundaries with other adjacent disciplines which feed into it. Second, delineating the ontological axioms and epistemological underpinnings as well as the methodological apparatus which distinguish English didactics from other closely related disciplines is warranted. Third, through invoking intellectual capital and scientific findings of other disciplines, English didactics must aim to generate its own novel theoretical and practical knowledge. This article calls for more attention to expounding and theorizing English didactics than currently conceptualized.
PublisherAzarbaijan Shahid Madani University Press
JournalJournal of applied linguistics and applied literature. Dynamics and advances (JALDA)
Copyright© 2023 The Authors
Except where otherwise noted, this item's license is described as Navngivelse-Ikkekommersiell 4.0 Internasjonal
Showing items related by title, author, creator and subject.
Ibrahim, Maria Nayr de Pinho Correia (Peer reviewed; Journal article, 2020)
de Pinho Correia Ibrahim, Maria Nayr (Peer reviewed; Journal article, 2020)The many benefits of using picturebooks in the primary classroom include language development as well as an introduction to real-world issues through storytelling and fictitious characters that children can relate to. ...
Bakken, Anja Synnøve (Journal article; Peer reviewed, 2019)