Crossing the boundary between logic and context: The inspiration of Wittgenstein’s philosophy for the principled innovation of TESOL

\nThe present study delves into the pedagogical implications of Ludwig Wittgenstein’s philosophical insights, particularly as they relate to the domain of Teaching English to Speakers of Other Languages (TESOL). In his seminal work, Philosophical Investigations, Wittgenstein introduces the notion that linguistic meaning is not immutable but is instead derived from the dynamic and context-specific ways in which language is employed – a concept he terms “language game”. This challenges long-standing, static conceptions of language and offers a novel lens through which to view cross-cultural communication within the realm of college English education. Within the sphere of cross-cultural discourse, interlocutors typically emerge from diverse cultural milieus, resulting in linguistic expressions and communicative practices that are profoundly shaped by their respective cultural norms. Wittgenstein’s model of language acquisition thus provides an intellectual foundation for academic institutions to focus on the impact of cultural variance on linguistic interaction, as well as to foster students’ acumen and adaptability in engaging with various linguistic registers across different situational contexts. This paper elucidates the distinctive aspects of Wittgenstein’s model of language acquisition and delineates its instructive value for enhancing cross-cultural communication competencies in college English, grounded in the theoretical underpinnings of his linguistic philosophy.\n