© The Author 2009. Published by Oxford University Press; all rights reserved.
Another breakthrough, another baby thrown out with the bathwater
The author David Bell is an Associate Professor of Linguistics at Ohio University. He has taught ESOL in the UK, Italy, Japan, and the USA. His research interests are pedagogy, pragmatics, and the interface of language and culture
Email: belld{at}ohio.edu
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Abstract |
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‘Process-oriented pedagogy: facilitation, empowerment, or control?’ claims that process-oriented pedagogy (POP) represents the methodological perspective of most practising teachers and that outcomes-based education (OBE) poses a real and present danger to stakeholder autonomy. Whereas POP may characterize methodological practices in the inner circle primary school context described by Littlewood, it does not fairly characterize practices in most L2 classrooms. Littlewood's dichotomy of product and process is better understood in terms of direct and indirect teaching. Effective pedagogy seeks an appropriate balance of direct and indirect teaching in diverse contexts in order to fulfil particular student goals. OBE helps identify and make explicit learning goals and empower students to attain those goals. Raising fears of control and totalitarianism demonizes OBE. We need to accept both OBE and POP as enriching the repertoires of teachers and their ability to respond to the complex and changing needs of their students.