© 2003 by Oxford University Press
Point and Counterpoint |
The end of CLT: a context approach to language teaching
1 Canterbury Christ Church University College Email: sb1{at}cant.ac.uk
In this section we present contrasting views on a topic of current interest. The first article has been reviewed by the Editorial Advisory Panel and accepted for publication; the second is a commissioned response, to which the author of the original article is invited to make a brief reply.
Reactions from readers are particularly sought, either in the form of a letter to the Editor, or as a brief article (no more than 1,250 words), which will be considered for publication in the normal way.
This article argues that the dominance of CLT has led to the neglect of one crucial aspect of language pedagogy, namely the context in which that pedagogy takes place. It argues that it is time to replace CLT as the central paradigm in language teaching with a Context Approach which places context at the heart of the profession. The article argues that such a shift is already taking place, and that eventually it will radically change our practice. It concludes by outlining the features of the Context Approach and discussing its implications.
Received April 2002.
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