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Appropriate Methodology and Social Context : Cambridge Language Teaching Library - Adrian Holliday

Appropriate Methodology and Social Context

Cambridge Language Teaching Library

Paperback

Published: 21st November 1994
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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.

'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

Thanksp. viii
Acknowledgmentsp. ix
Prefacep. 1
The cultures of the classroomp. 9
The social context
In search of what happens between peoplep. 9
A division in the professionp. 11
Which social context?p. 13
The classroom and its environmentp. 15
Finding out what we need to knowp. 16
Summaryp. 18
Questions for discussionp. 19
'Coral gardens'
Metaphors for the classroomp. 21
Cultures of specific activitiesp. 22
Patterns for group lifep. 23
Transmission and learningp. 25
Personality and ethicsp. 25
Change and stressp. 26
Diversity and interconnectionp. 28
'Coral gardens'p. 31
A note on terminologyp. 31
Summaryp. 32
Questions for discussionp. 32
The variety of classroom cultures
Pace and flowp. 34
Teaching spectacles and learning festivalsp. 36
Large- and small-class culturesp. 37
Deep and surface actionp. 40
Need for cautionp. 48
Summaryp. 51
Questions for discussionp. 51
Student groups
The learning group idealp. 53
The national cultural argumentp. 54
The need to consider smaller culturesp. 55
The problem of appropriacyp. 61
Non-pedagogic factorsp. 64
Summaryp. 67
Questions for discussionp. 68
Teacher groups
The power of subjectsp. 69
Collectionism and integrationismp. 71
The development of BANA English language teachingp. 74
Setting the scene for conflictp. 80
Implications for the social contextp. 87
Summaryp. 91
Questions for discussionp. 91
Sources of conflictp. 93
Technology transfer
The special needs of state educationp. 93
The political power of language teachingp. 95
A responsibility to understandp. 102
Transferability of the learning group idealp. 104
Summaryp. 108
Questions for discussionp. 109
The politics of projects
Culture conflictp. 110
'Real world' problemsp. 113
Local perceptionsp. 116
Intercompetencep. 123
Summaryp. 124
Questions for discussionp. 125
'Calculated procrastination'
Implications for project managementp. 126
Deep actionp. 129
Tissue rejectionp. 134
Isolation of the project culturep. 137
Cultural imperialism?p. 139
Summaryp. 140
Questions for discussionp. 141
Teachers' and students' lessons
Two lessonsp. 142
The myth of expatriate successp. 147
The possibility of integrationp. 155
The parameters for local teacher successp. 158
Summaryp. 159
Questions for discussionp. 159
Appropriate methodology designp. 160
A culture-sensitive approach
Learning about the classroomp. 161
The prerequisities of an appropriate methodologyp. 164
A communicative approach?p. 165
The elements of a communicative approachp. 167
The myth of learner-centrednessp. 174
Becoming-appropriate classroom methodologyp. 177
Summaryp. 179
Questions for discussionp. 179
Solving classroom problems
A methodological attitudep. 180
Te1ching grammar in a large classp. 184
Unfinished, thick descriptionsp. 191
The question of expertisep. 192
Summaryp. 193
Questions for discussionp. 194
Curriculum and project design
The project and the curriculump. 195
Getting close to local 'real worlds'p. 198
Curriculum developer as ethnographerp. 203
Curriculum developer as opportunistp. 209
Learning from project experiencep. 211
Moral issuesp. 212
Achieving an 'appropriate methodology'p. 215
Summaryp. 216
Questions for discussionp. 217
Conclusionp. 218
Referencesp. 219
Indexp. 233
Table of Contents provided by Syndetics. All Rights Reserved.

ISBN: 9780521437455
ISBN-10: 0521437458
Series: Cambridge Language Teaching Library
Audience: English as a Second Language (ESL)
Format: Paperback
Language: English
Number Of Pages: 248
Published: 21st November 1994
Publisher: CAMBRIDGE UNIV PR
Country of Publication: GB
Dimensions (cm): 22.9 x 15.2  x 1.4
Weight (kg): 0.37