Praxial Language Development: From Objects to Relationships in Higher Educational English Language Development
While we may perceive individual and separate parts in a localized educational setting from participants to curriculum, teachers to content, there are relationships which should be maximized in order to improve classroom instruction. An Empirical study may not fill in the gaps that are being neglected. Relationships between teachers and students have been neglected, especially concerning the importance of an interlocutor or more knowledgeable other (MKO) during a second language conversation or dialogue. There are also relationships between content and meaning which need a second look. In the following research five relationships have been identified which the researcher believes will make significant improvements in the delivery or intervention in a classroom setting.