Reinvigoration of Language Cognition and Individual Language Teacher Maxims in Second Language Pedagogies

Abstract

This article brings into focus the field of second language teaching and learning pedagogies. The notions of language teaching pedagogy continue to undergo revolutions from traditional knowledge of teaching to rational approaches in the current dispensation. Teacher cognition or teacher knowledge base and teacher experiences combine to form a strong pedagogical foundation in language classrooms. The paper purposes to juxtapose the teacher cognition with the individual teacher maxim principles of language in order to determine how cognition informs specific pedagogies, and how teacher maxims relate to teacher cognition. The objectives were; to determine the nature of language teacher maxims, to establish utilization of language teacher maxims in determining language teacher cognition and to compare language teacher cognition with maxims held by language teachers. A qualitative approach was adopted where responses from teachers on their belief principle on pedagogies were utilized. The discussion concludes with recommendations for teacher education and professional development with a focus on teacher maxims