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ELT Journal 1995 49(4):297-306; doi:10.1093/elt/49.4.297
© 1995 by Oxford University Press
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Articles

Problem-posing: a tool for curriculum renewal

Mary J. Schleppegrell and Brenda Bowman

Assistant Professor of Linguistics and Director of English as a Second Language at the University of California, Davis, CA. She was Education Specialist for the Peace Corps for three years and has been developing EFL curricula and training EFL teachers for twelve years.
Education Specialist for the Peace Corps in Washington, DC, and has conducted ELT materials development workshops in numerous countries around the world. She taught English in Africa for eighteen years at primary, secondary, teacher training, and university levels.

Posing problems to students for discussion can be an effective tool for curriculum renewal, especially in difficult teaching circumstances. This article reports on EFL curriculum renewal in African secondary schools, where teachers identified student interests, posed problems for discussion, and used the language generated by the discussions to develop language learning activities. We describe the steps in developing problemposing lessons, and address some of the issues faced by teachers who adopt this approach. In resource-poor educational environments, problemposing can be a first step in making an EFL curriculum more responsive to student interests and needs. It generates discourse-level communication in the classroom which can be exploited to develop a pedagogically sound sequence of presentations of linguistic structures and vocabulary.


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