Appropriate methodology and social context

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.

Thanks	p. viii
Acknowledgments	p. ix
Preface	p. 1
Part A The cultures of the classroom	p. 9
Chapter 1 The social context
1.1 In search of what happens between people	p. 9
1.2 A division in the profession	p. 11
1.3 Which social context?	p. 13
1.4 The classroom and its environment	p. 15
1.5 Finding out what we need to know	p. 16
1.6 Summary	p. 18
1.7 Questions for discussion	p. 19
Chapter 2 'Coral gardens'
2.1 Metaphors for the classroom	p. 21
2.2 Cultures of specific activities	p. 22
2.3 Patterns for group life	p. 23
2.4 Transmission and learning	p. 25
2.5 Personality and ethics	p. 25
2.6 Change and stress	p. 26
2.7 Diversity and interconnection	p. 28
2.8 'Coral gardens'	p. 31
2.9 A note on terminology	p. 31
2.10 Summary	p. 32
2.11 Questions for discussion	p. 32
Chapter 3 The variety of classroom cultures
3.1 Pace and flow	p. 34
3.2 Teaching spectacles and learning festivals	p. 36
3.3 Large- and small-class cultures	p. 37
3.4 Deep and surface action	p. 40
3.5 Need for caution	p. 48
3.6 Summary	p. 51
3.7 Questions for discussion	p. 51
Chapter 4 Student groups
4.1 The learning group ideal	p. 53
4.2 The national cultural argument	p. 54
4.3 The need to consider smaller cultures	p. 55
4.4 The problem of appropriacy	p. 61
4.5 Non-pedagogic factors	p. 64
4.6 Summary	p. 67
4.7 Questions for discussion	p. 68
Chapter 5 Teacher groups
5.1 The power of subjects	p. 69
5.2 Collectionism and integrationism	p. 71
5.3 The development of BANA English language teaching	p. 74
5.4 Setting the scene for conflict	p. 80
5.5 Implications for the social context	p. 87
5.6 Summary	p. 91
5.7 Questions for discussion	p. 91
Part B Sources of conflict	p. 93
Chapter 6 Technology transfer
6.1 The special needs of state education	p. 93
6.2 The political power of language teaching	p. 95
6.3 A responsibility to understand	p. 102
6.4 Transferability of the learning group ideal	p. 104
6.5 Summary	p. 108
6.6 Questions for discussion	p. 109
Chapter 7 The politics of projects
7.1 Culture conflict	p. 110
7.2 'Real world' problems	p. 113
7.3 Local perceptions	p. 116
7.4 Intercompetence	p. 123
7.5 Summary	p. 124
7.6 Questions for discussion	p. 125
Chapter 8 'Calculated procrastination'
8.1 Implications for project management	p. 126
8.2 Deep action	p. 129
8.3 Tissue rejection	p. 134
8.4 Isolation of the project culture	p. 137
8.5 Cultural imperialism?	p. 139
8.6 Summary	p. 140
8.7 Questions for discussion	p. 141
Chapter 9 Teachers' and students' lessons
9.1 Two lessons	p. 142
9.2 The myth of expatriate success	p. 147
9.3 The possibility of integration	p. 155
9.4 The parameters for local teacher success	p. 158
9.5 Summary	p. 159
9.6 Questions for discussion	p. 159
Part C Appropriate methodology design	p. 160
Chapter 10 A culture-sensitive approach
10.1 Learning about the classroom	p. 161
10.2 The prerequisities of an appropriate methodology	p. 164
10.3 A communicative approach?	p. 165
10.4 The elements of a communicative approach	p. 167
10.5 The myth of learner-centredness	p. 174
10.6 Becoming-appropriate classroom methodology	p. 177
10.7 Summary	p. 179
10.8 Questions for discussion	p. 179
Chapter 11 Solving classroom problems
11.1 A methodological attitude	p. 180
11.2 Te1ching grammar in a large class	p. 184
11.3 Unfinished, thick descriptions	p. 191
11.4 The question of expertise	p. 192
11.5 Summary	p. 193
11.6 Questions for discussion	p. 194
Chapter 12 Curriculum and project design
12.1 The project and the curriculum	p. 195
12.2 Getting close to local 'real worlds'	p. 198
12.3 Curriculum developer as ethnographer	p. 203
12.4 Curriculum developer as opportunist	p. 209
12.5 Learning from project experience	p. 211
12.6 Moral issues	p. 212
12.7 Achieving an 'appropriate methodology'	p. 215
12.8 Summary	p. 216
12.9 Questions for discussion	p. 217
Conclusion	p. 218
References	p. 219
Index	p. 233

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