Language Ontology as Illusio

This chapter aims to enable readers to surface and question conceptions of the nature of language (or ontological beliefs) within their specific field, and in relation to their own educational practices. After outlining the main characteristics of two broad ontologies (language as rule vs language as resource) and explaining why one is dominant, or default, the chapter explores the ways these beliefs, often tacit, shape common discourse around language, educational policies, educational or classroom practices such as needs analysis, curriculum design, the teaching of grammar and assessment. The chapter also argues that ontology vagueness or implicitness helps perpetuate language ideologies such as ‘ideal competence’, ‘deficit’ views of language learners and native speakerism in language teaching. The chapter aims to bring ontology to the forefront of scholarship, language policy planning and language teaching practices.