A cognitive meta-theory for TESOL

A general theory of human cognition must be able to explain all aspects of human thought including scientific and rational thinking, normal thought, and personal identity and emotions. We present a theory that began as a system of cognitive styles, was expanded through an analysis of biographies, mapped onto neurology, developed through a study of personality, and then tested by using it to explain human thought in a number of dissimilar fields. This paper will introduce the theory, show briefly how it is consistent with neurological research, and then use it to analyze the TESOL field, a ‘specialization’ that brings together a broad range of topics related to human thought and behavior which are normally viewed in isolation. The typical second language learner is struggling to learn a new language with all of its idiosyncrasies, while acquiring new paradigms, navigating culture and negotiating personal identity. Examining the mechanisms involved in diverse elements of TESOL, such as language acquisition and learning, identity constitution, intercultural pragmatics, research methodology, critical discourse analysis, and male and female intellectual development through the lens of a general meta-theory of human cognition has application both for TESOL and for cognitive science in general.