FROM FIRM GROUND TO SHIFTING SANDS: ISSUES IN ADOPTING LEARNER-CENTRED ESL/EFL PEDAGOGY

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Abstract

This paper recognises that all new approaches and methods of language teaching
may have sound theoretical justifications, but the adoption of these in most
classrooms, especially in the third world countries, is problematic in some way
or other. Curriculum developers and policy makers are often carried away by the
new proposals and are eager to subscribe to them probably because questioning
the assumptions underlying these proposals coming from theoreticians from
developed countries might amount to being labelled „old fashioned‟ or „resistant
to change‟. Implementing learner-centred methods in an ESL/EFL context is
one such proposal. The paper attempts to present some of the problems and
challenges an ESL/EFL teacher may face in trying to adopt learner-centred
methods in his/her teaching. It argues that unless these are identified, discussed
and addressed, teaching and learning in such a context will not be as effective as
one would like or expect to be. The issues and concerns raised in this paper are
relevant and valid for other subject areas besides second or foreign language
teaching.
Original languageEnglish
JournalFROM FIRM GROUND TO SHIFTING SANDS: ISSUES IN ADOPTING LEARNER-CENTRED ESL/EFL PEDAGOGY
VolumeXLI
Issue number1
Publication statusPublished - 2012

Keywords

  • Learner-centredness, English language teaching, learner-centred methodology

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