Appropriate Methodology and Social Context

By: Adrian Holliday

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Paperback | 21 November 1994

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248 Pages

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22.86 x 15.24 x 1.42

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The methodology of English language education has been developed mainly in the English-speaking countries of 'the west' and does not always fit the needs of the rest of the world. Appropriate Methodology and Social Context investigates this state of affairs by looking at the wider social context of what happens between teachers and students. It uses an ethnographic framework to explore the complex and diverse cultures of classrooms, of student groups and teacher communities in different countries and educational environments. It goes on to argue that these factors have to be acknowledged in the design and implementation of appropriate methodologies. Although a major concern is with classroom teaching, the methodologies for curriculum and project management and design are also addressed.

Industry Reviews

'Overall the book offers a succinct and much-needed argument for contextualising all language teaching. The prose is lucid, the generalisations are well-documented, and the argument for context-based language teaching is persuasive. This text is a must for those of us involved in training ESL teachers.' English for Specific Purposes, 1997

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Non-Fiction Teaching English (ELT)ELT Learning Material & Coursework ELT Background & Reference Material ELT Teaching Theory & Methods Society & Culture Cultural Studies Sociology & Anthropology Anthropology Language & Linguistics Language Learning & Teaching

Thanks	p. viii
Acknowledgments	p. ix
Preface	p. 1
The cultures of the classroom	p. 9
The social context
In search of what happens between people	p. 9
A division in the profession	p. 11
Which social context?	p. 13
The classroom and its environment	p. 15
Finding out what we need to know	p. 16
Summary	p. 18
Questions for discussion	p. 19
'Coral gardens'
Metaphors for the classroom	p. 21
Cultures of specific activities	p. 22
Patterns for group life	p. 23
Transmission and learning	p. 25
Personality and ethics	p. 25
Change and stress	p. 26
Diversity and interconnection	p. 28
'Coral gardens'	p. 31
A note on terminology	p. 31
Summary	p. 32
Questions for discussion	p. 32
The variety of classroom cultures
Pace and flow	p. 34
Teaching spectacles and learning festivals	p. 36
Large- and small-class cultures	p. 37
Deep and surface action	p. 40
Need for caution	p. 48
Summary	p. 51
Questions for discussion	p. 51
Student groups
The learning group ideal	p. 53
The national cultural argument	p. 54
The need to consider smaller cultures	p. 55
The problem of appropriacy	p. 61
Non-pedagogic factors	p. 64
Summary	p. 67
Questions for discussion	p. 68
Teacher groups
The power of subjects	p. 69
Collectionism and integrationism	p. 71
The development of BANA English language teaching	p. 74
Setting the scene for conflict	p. 80
Implications for the social context	p. 87
Summary	p. 91
Questions for discussion	p. 91
Sources of conflict	p. 93
Technology transfer
The special needs of state education	p. 93
The political power of language teaching	p. 95
A responsibility to understand	p. 102
Transferability of the learning group ideal	p. 104
Summary	p. 108
Questions for discussion	p. 109
The politics of projects
Culture conflict	p. 110
'Real world' problems	p. 113
Local perceptions	p. 116
Intercompetence	p. 123
Summary	p. 124
Questions for discussion	p. 125
'Calculated procrastination'
Implications for project management	p. 126
Deep action	p. 129
Tissue rejection	p. 134
Isolation of the project culture	p. 137
Cultural imperialism?	p. 139
Summary	p. 140
Questions for discussion	p. 141
Teachers' and students' lessons
Two lessons	p. 142
The myth of expatriate success	p. 147
The possibility of integration	p. 155
The parameters for local teacher success	p. 158
Summary	p. 159
Questions for discussion	p. 159
Appropriate methodology design	p. 160
A culture-sensitive approach
Learning about the classroom	p. 161
The prerequisities of an appropriate methodology	p. 164
A communicative approach?	p. 165
The elements of a communicative approach	p. 167
The myth of learner-centredness	p. 174
Becoming-appropriate classroom methodology	p. 177
Summary	p. 179
Questions for discussion	p. 179
Solving classroom problems
A methodological attitude	p. 180
Te1ching grammar in a large class	p. 184
Unfinished, thick descriptions	p. 191
The question of expertise	p. 192
Summary	p. 193
Questions for discussion	p. 194
Curriculum and project design
The project and the curriculum	p. 195
Getting close to local 'real worlds'	p. 198
Curriculum developer as ethnographer	p. 203
Curriculum developer as opportunist	p. 209
Learning from project experience	p. 211
Moral issues	p. 212
Achieving an 'appropriate methodology'	p. 215
Summary	p. 216
Questions for discussion	p. 217
Conclusion	p. 218
References	p. 219
Index	p. 233
Table of Contents provided by Syndetics. All Rights Reserved.

Appropriate Methodology and Social Context

At a Glance

Paperback

Industry Reviews

Shipping

How to return your order

Defective items

You Can Find This Book In

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