Gerdi Quist

TL;DR: The authors trace the roots of these two dominant educational philosophies and examine the place that language teaching occupies within them, relating this to the methodologies employed within these contexts, and argue that the opposing views both have a limited view on language teaching - one as a tool for providing access to esteemed canonical products and the other to provide a pragmatic application.

TL;DR: The authors presents an alternative pedagogy, that of a cultuurtekst-perspective, which engages learners at complex linguistic and cultural levels through personal engagement of students.

TL;DR: The authors argue that theories approaching language as a social and ideological construct are more suited to integrated language-and-culture teaching than traditional functional approaches and argue that through looking at language use in texts or dialogues, cultural meaning becomes accessible for study.

TL;DR: The authors argue that language learning allows us to connect with the world in new ways by rebelling against the long-held belief that we are born and die with the same cultural identity.