Includes bibliographical references (p. 219-232) and index.

"The methodology of English language education has been developed mainly in the English-speaking countries of 'the west' and does not always fit the needs of the rest of the world. This important and controversial book investigates this state of affairs by looking at the wider social context of what happens between teachers and students. It uses an ethnographic framework to explore the complex and diverse cultures of classrooms, of student groups and teacher communities in different countries and educational environments. It goes on to argue that these factors have to be acknowledged in the design and implementation of appropriate methodologies. Although a major concern is with classroom teaching, the methodologies for curriculum and project management and design are also addressed.

Appropriate Methodology and Social Context:
explores the issues of culture in the classroom;
addresses the question of English language education as cultural imperialism;
recommends the use of ethnographic action research to find culturally appropriate methodologies;
suggests how the current bias in methodology might be avoided;
recommends a shift in teacher education from mastery of culturally narrow classroom techniques, to mastery of skills in solving classroom problems;
suggests ways of making aid-funded English language projects appropriate to local contexts;
includes tasks for readers at the end of each chapter.
This book is essential reading for anyone wishing to address the needs of students in the context of their cultural backgrounds. It will be of interest to teachers, teacher trainers, curriculum developers and project managers from around the world who find that current literature in English language education does not apply to their situation. It will be a core text for courses, at Master's level, in curriculum design and implementation, project management, the management of innovation and change, and classroom research." (Book Cover)

CONTENTS:

Thanks

Acknowledgments

Preface

Part A The cultures of the classroom

Chapter 1. The social context
1.1 In search of what happens between people
1.2 A division in the profession
1.3 Which social context?
1.4 The classroom and its environment
1.5 Finding out what we need to know
1.6 Summary
1.7 Questions for discussion

Chapter 2. 'Coral gardens'.
2.1 Metaphors for the classroom
2.2 Cultures of specific activities
2.3 Patterns for group life
2.4 Transmissions and learning
2.5 Personality and ethics 2.6 Change and stress
2.7 Diversity and interconnection
2.8 'Coral gardens'
2.9 A note on terminology
2.10 Summary
2.11 Questions for discussion

Chapter 3. The variety of classroom cultures
3.1 Pace and flow
3.2 Teaching spectacles and learning festivals
3.3 Large- and small-class cultures
3.4 Deep and surface action
3.5 Need for caution
3.6 Summary
3.7 Questions for discussion

Chapter 4. Student groups
4.1 The learning group ideal
4.2 The national cultural argument
4.3 The need to consider smaller cultures
4.4 The problem of appropriacy
4.5 Non-pedagogic factors
4.6 Summary
4.7 Questions for discussion

Chapter 5. Teacher groups
5.1 The power of subjects
5.2 Collectionism and integrationism
5.3 The development of BANA English language teaching
5.4 Setting the scene for conflict
5.5 Implications for the social context
5.6 Summary
5.7 Questions for discussion

Part B Sources of conflict

Chapter 6. Technology transfer
6.1 The special needs of state education
6.2 The political power of language teaching
6.3 A responsibility to understand
6.4 Transferability of the learning group ideal
6.5 Summary
6.6 Questions for discussion

Chapter 7. The politics of projects
7.1 Culture conflict
7.2 "Real world' problems
7.3 Local perceptions
7.4 Intercompetence
7.5 Summary
7.6 Questions for discussion

Chapter 8. 'Calculated procrastination'
8.1 Implications for project management
8.2 Deep action
8.3 Tissue rejection
8.4 Isolation of the project culture
8.5 Cultural imperialism?
8.6 Summary
8.7 Questions for discussion

Chapter 9. Teachers' and students' lessons
9.1 Two lessons
9.2 The myth of expatriate success
9.3 The possibility of integration
9.4 The parameters for local teacher success
9.5 Summary
9.6 Questions for discussion

Part C. Appropriate methodology design

Chapter 10. A culture-sensitive approach
10.1 Learning about the classroom
10.2 The prerequisites of an appropriate methodology
10.3 A communicative approach?
10.4 The elements of a communicative approach
10.5 The myth of learner-centredness
10.6 Becoming-appropriate classroom methodology
10.7 Summary
10.8 Questions for discussion

Chapter 11. Solving classroom problems
11.1 A methodological attitude
11.2 Teaching grammar in a large class
11.3 Unfinished, thick descriptions
11.4 The question of expertise
11.5 Summary 11.6 Questions for discussion

Chapter 12. Curriculum and project design
12.1 The project and the curriculum
12.2 Getting close to local 'real worlds'
12.3 Curriculum developer as ethnographer
12.4 Curriculum developer as opportunist
12.5 Learning from project experience
12.6 Moral issues
12.7 Achieving an 'appropriate methodology'
12.8 Summary
12.9 Questions for discussion

Conclusion

References

Index