Book contents
- Language Awareness in Business and the Professions
- Language Awareness in Business and the Professions
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Part I Introduction
- Part II Language Awareness in Business and the Professions
- Part III Language Awareness in Education and Training
- 8 Critical Language Awareness and Business Communication
- 9 A Developmental Framework for Professional Communication Competence
- 10 Membership Categorisation Analysis
- 11 Sociolinguistic Awareness in Business Professionals
- Index
- References
8 - Critical Language Awareness and Business Communication
from Part III - Language Awareness in Education and Training
Published online by Cambridge University Press: 28 July 2022
Edited by
Book contents
- Language Awareness in Business and the Professions
- Language Awareness in Business and the Professions
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Part I Introduction
- Part II Language Awareness in Business and the Professions
- Part III Language Awareness in Education and Training
- 8 Critical Language Awareness and Business Communication
- 9 A Developmental Framework for Professional Communication Competence
- 10 Membership Categorisation Analysis
- 11 Sociolinguistic Awareness in Business Professionals
- Index
- References
Summary
This chapter argues for a ‘humanistic’ approach to teaching Business Communication which aims to develop students’ critical language awareness (CLA). The chapter begins by establishing a rationale for the importance of CLA for business students. This is followed by a review of relevant literature which finds that, unlike in other areas of Languages for Specific Purposes, there is still a deficit in the acceptance and implementation of critical language pedagogy within Business Communication. I identify two types of critical language awareness: ‘metapragmatic’ and ‘socio-cultural’, which are not seen as binary, but on a continuum or cline. The remainder of the chapter demonstrates how these two types of CLA could be developed with Business students by providing a range of examples from my own teaching practice in a university setting. The activities are based on real-life written and spoken texts and aim to develop critical awareness in areas such as metapragmatic knowledge of different workplace genres, the interpersonal dimension of language or the values and ideology of a professional community of practice.
Keywords
- Type
- Chapter
- Information
- Language Awareness in Business and the Professions , pp. 139 - 159Publisher: Cambridge University PressPrint publication year: 2022
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