A CONTEXT APPROACH TO LANGUAGE

TEACHING

STEPHEN BAX

THE AUTHOR’S PERSPECTTHE AUTHOR’S PERSPECTIIVE OF VE OF COMMUNCOMMUNIICATİVE APPROACH:CATİVE APPROACH:

CLT is an alternative to CLT is an alternative to traditional methods traditional methods yet yet it ignores one important it ignores one important element element for a for a classroom classroom which is context.which is context.

CLT ATTITUDECLT ATTITUDETHERE THERE IIS ONLY ONE WAY TO TEACH A S ONLY ONE WAY TO TEACH A

LANGUAGE AND LANGUAGE AND IIT T IIS S CLT.CLT.CLT as the only way to learn EnglishCLT as the only way to learn EnglishNone of the other methods can None of the other methods can replace it as it is the best methodreplace it as it is the best methodLearners and their needs do notLearners and their needs do not necessarily call for attentionnecessarily call for attention• The context in which language is The context in which language is taught can be neglected.taught can be neglected.

A CLASSROOM WHERE CLT A CLASSROOM WHERE CLT IIS NOT S NOT I IMPLMPLIICATED VCATED VIIEWED AS OLD EWED AS OLD FASHFASHIIONED HOWEVER THE ONED HOWEVER THE AUTHOR FAUTHOR FIINDS THNDS THIIS ATTS ATTIITUDE TUDE RATHER PROBLEMATRATHER PROBLEMATIIC C AND CONTRADAND CONTRADIICTORY.CTORY.

Here is an example from Holland:Here is an example from Holland:

A teacher trainer working in Holland A teacher trainer working in Holland states in astates in a workshop presentationworkshop presentation

that the methodology used in Dutch that the methodology used in Dutch schools is traditional, and therefore,schools is traditional, and therefore,

by implication, backward and bad. But she by implication, backward and bad. But she is surprised to note that manyis surprised to note that many

Dutch people seem to end up speaking Dutch people seem to end up speaking English well, and says that theyEnglish well, and says that they

do this ‘in spite of’ their methods. do this ‘in spite of’ their methods. people could learn English well without people could learn English well without

CLT seems either to escape her,CLT seems either to escape her, or to be or to be a heresy too serious to admit.a heresy too serious to admit.

WELL, WHY DO TEACHERSWELL, WHY DO TEACHERS PUT CLT PUT CLT IINTO THE NTO THE CENTER OF THECENTER OF THEIIR R TEACHTEACHIING THEN?NG THEN? The answer is the priorities of CLT. The answer is the priorities of CLT. CLT generates communication in the CLT generates communication in the

classroom. classroom. It opens the doors to fluency, It opens the doors to fluency,

purposeful communicative activities purposeful communicative activities and student-student interaction in the and student-student interaction in the classroom. classroom.

““CLT is the way to do CLT is the way to do it. No matter where it. No matter where you are no matter you are no matter what context.what context.””

BUT BUT BUT…BUT BUT BUT…

Putting the communication at the Putting the communication at the center, viewing methodology namely center, viewing methodology namely CLT as the king of the classroom and CLT as the king of the classroom and thinking that CLT works in every thinking that CLT works in every situation thus demoting the context is situation thus demoting the context is not a resolution. Because there is a not a resolution. Because there is a context with its all reality in which context with its all reality in which teachers operate. In fact CLT is teachers operate. In fact CLT is problematic since it ignores this problematic since it ignores this reality. reality.

A DIFFERENT PLANETA DIFFERENT PLANET It was up to teachers’ ability to It was up to teachers’ ability to

implicate this method to their implicate this method to their context and Dominic himself context and Dominic himself managed to deal with his students managed to deal with his students in his own planet by self teaching in his own planet by self teaching and observing.and observing.

Teaching is multidimensional and Teaching is multidimensional and it requires teachers to bear culture, it requires teachers to bear culture,

classroom and the students in mind classroom and the students in mind all the time. Methodology is only a all the time. Methodology is only a factor affecting the learning factor affecting the learning situation and nothing more. CLT, situation and nothing more. CLT, lexical lexical approach or the others approach or the others are not magic solutions. Learners are not magic solutions. Learners can acquire a language in various can acquire a language in various ways. Context is the crucial ways. Context is the crucial determiner of success or failuredeterminer of success or failure..

CONTEXT APPROACH:CONTEXT APPROACH:

Context should be the first thing to Context should be the first thing to take into account before making take into account before making decisions on decisions on methodological ,linguistic or methodological ,linguistic or pedagogical issues and it is possible pedagogical issues and it is possible only if we put it in the shape of a only if we put it in the shape of a new approach. new approach.

CONSIDER THE CONTEXTCONSIDER THE CONTEXT

IDENTIFY AN APPROPRIATE IDENTIFY AN APPROPRIATE APPROACH TO TEACH WITHAPPROACH TO TEACH WITH ( ECCLECTIC APPROACH)( ECCLECTIC APPROACH)

studentstudents, ss, studenttudents’ needs, s’ needs, expectations, styles, expectations, styles,

strategies, the coursebook, strategies, the coursebook, materials, classroom culture, materials, classroom culture,

school culture and local school culture and local condition.condition.

CONCLUSIONCONCLUSION

What the teachers should adopt What the teachers should adopt is is contextualcontextual analysis analysis

skills to decide upon the skills to decide upon the suitable actions for the suitable actions for the

classroom for their unique classroom for their unique teaching context and teaching context and unique unique

students…students…

MY VIEW

CONTEXT

THANK YOU FOR THANK YOU FOR YOUR ATTENTION YOUR ATTENTION

AND TIMEAND TIME