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ELT Journal 2002 56(1):3-10; doi:10.1093/elt/56.1.3
© 2002 by Oxford University Press
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Non-linearity and the observed lesson

David Mallows1

1 ESL at Hammersmith and West London College. Email: david.mallows@hwic.ac.uk

In this paper I will attempt to argue that the concentration on aims as a central tenet of classroom observation for teacher development is tied to the Newtonian discourses which—despite the rival claims of the ‘new’science of Chaos and Complexity—still dominate the world of ELT. To do so I will outline the main ideas behind these theories, and relate them to SLA. I will go on to explain why I think the change in discourse is of such importance, and finish by using fractal images to illustrate the futility of the prominence of aims in lesson preparation and delivery.


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