The social-historical approach to science development and the field of teaching english as a foreign language

Abstract

This article analyzes the relevance of T.S. Kuhn’s social-historical perspective of science development to the history of the field of Teaching English as a Foreign Language. A number of relevant sources were analyzed. Highlights in historical processes that could support such relevance were identified. The emphasis of the analysis was placed on the category of external history, or external factors that can shape scientific development. It turns out that an important number of external factors have shaped not only the teaching profession but also the English language itself. It is concluded that such a perspective is very relevant in order to comprehend and explain the field of English Teaching, especially in relation to teacher training and career development. This social and historical perspective may help teachers become their own theoreticians. Consequently, it should be known and applied by professionals in this field of linguistic studies.