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Practitioners respond to Widdowson and Yazdi-Amirkhiz “Webinar on the subject of English and applied linguistics”. Language Teaching, 56, 393–401

Published online by Cambridge University Press:  14 February 2025

Mark McAndrews Open the ORCID record for Mark McAndrews [Opens in a new window]
Mark McAndrews*
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Western Kentucky University, Bowling Green, USA
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Email: mark.mcandrews@wku.edu
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Extract

In their “Webinar on the subject of English and applied linguistics”, Widdowson and Yazdi-Amirkhiz (2023) argues for the need to “rethink orthodox ideas about the relationship between applied linguistics and English language teaching that have been promoted in the past and still prevail” (p. 393). In the following commentary, I describe examples from my experiences as a language teacher and teacher trainer that address two of Widdowson's critiques: the supposed idealization of native-speaker competence in applied linguistics, and the impracticality of applied linguistics research.

Type
Pedagogical Implications
Information
Language Teaching , First View , pp. 1 - 3
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Copyright © The Author(s), 2025. Published by Cambridge University Press

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References

Kibler, A., Salerno, A., & Hardigree, C. (2014). ‘More than being in a class’: Adolescents’ ethnolinguistic insights in a two-way dual-language program. Language and Education, 28(3), 251–275. doi:10.1080/09500782.2013.822880CrossRefGoogle Scholar
WIDA. (2020). WIDA English language development standards framework, 2020 edition: Kindergarten–grade 12. Board of Regents of the University of Wisconsin System.Google Scholar
WIDA. (2024). Mission and history. https://wida.wisc.edu/about/mission-historyGoogle Scholar
Widdowson, H., & Yazdi-Amirkhiz, S. (2023). Webinar on the subject of English and applied linguistics. Language Teaching, 56(3), 393–401. doi:10.1017/S0261444822000088CrossRefGoogle Scholar