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ELT Journal 1994 48(1):3-11; doi:10.1093/elt/48.1.3
© 1994 by Oxford University Press
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The house of TESEP and the communicative approach: the special needs of state English language education

Adrian Holliday

A senior lecturer at Canterbury Christ Church College, where he directs the modular MA in English Language Education. He has worked as teacher and curriculum developer in ESP, EAP, and teacher education in Iran, Syria, and Egypt. His interests are in ethnographic classroom research and social aspects of technology transfer in English language education. He has an MA in Linguistics for ELT and a PhD from Lancaster University.

Many teachers in state English language education around the world are unsure about the appropriateness of the communicative approach to the conditions prevalent in their classrooms. One reason for this may be that they are trying to use a particularly narrow interpretation of this approach produced, for very different classroom contexts, by branches of the ELT community in Britain, North America, or Australasia. There is, in other words, a problem of technology transfer between these branches of the profession and the rest of the world. However, there does exist a broader version of the communicative approach which has within it the potential to adapt to all types of classroom context, provided it is informed by local knowledge. Teachers in state education already have this local knowledge about their students and the realities of their classrooms. Their experience must be capitalized upon and incorporated into a more environment-sensitive communicative approach.


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