Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/12678
Title: Contextual factors, methodological principles and teacher cognition
Authors: Walsh, Rupert
Wyatt, Mark
Keywords: Communicative Language Teaching, teacher cognition, methodolog- ical principles, contextual factors, othering
Issue Date: Dec-2014
Publisher: Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
Citation: Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 4, p.693-718
Abstract: Teachers in various contexts worldwide are sometimes unfairly criticized for not putting teaching methods developed for the well-resourced classrooms of Western countries into practice. Factors such as the teachers’ “misconceptualizations” of “imported” methods, including Communicative Language Teaching (CLT), are often blamed, though the challenges imposed by “contextual demands,” such as large class sizes, are sometimes recognised. Meanwhile, there is sometimes an assumption that in the West there is a happy congruence between policy supportive of CLT or Task-Based Language Teaching, teacher education and supervision, and curriculum design with teachers’ cognitions and their practices. Our case study of three EFL teachers at a UK adult education college is motivated by a wish to question this assumption. Findings from observational and interview data suggest the practices of two teachers were largely consistent with their methodological principles, relating to stronger and weaker forms of CLT respectively, as well as to more general educa- tional principles, such as a concern for learners; the supportive environment seemed to help. The third teacher appeared to put “difficult” contextual factors, for example, tests, ahead of methodological principles without, however, obviously benefiting. Implications highlight the important role of teacher cognition research in challenging cultural assumption
URI: http://hdl.handle.net/10593/12678
DOI: 10.14746/ssllt.2014.4.4.6
ISSN: 2083-5205
Appears in Collections:Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 4

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