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1—learning will always be related with social contex. for this reason is important use that context to improve teaching and learning processes.
2—but the teaching and learning field have changed so much and of the same way the social contexts have changed too, changing the teaching way.
3—The 1950s/60s and the Cold War
behaviourism was very much the dominant force in psychology and learning theory
4—The late 1960s to the late 1970s
the era was marked by a shift towards alternative ways of doing things, it did not take long for innovations in language teaching
5—The 1970s to the mid 1980s
the continued development of ‘Special Purposes’ as a distinct branch of syllabus design.
6—the mid 1980s onward
external influences have become much more directive, increasingly leading to the implementation of a more centralised and standardised view of what language teaching should be about. The variety
and exuberance of experimental and new approaches through the 1970s–1990s has now been superseded
by a sameness throughout commercial publishing.
7—the mcdonaldization
process of McDonaldization is evident in the
standardisation of teacher training such as the Cambridge CELTA courses and UK PGCE course,
where, for example, teacher reflection has seemingly been reduced to routinized exercises – scripts,
lacking face validity
8—we are moving towards
increasingly standardised materials, and that this appears to be happening in a number of
ways. One of the most obvious examples of this is the way in which materials are now routinely
packaged into ‘chunks’ of two-page workplans, standardised into ostensible ‘50 minute lessons’
9—Neo-liberalism
One of the most obvious areas where the commodification
of language knowledge is showing extensive development is in the area of language certification
10—Conclusion
learning time through a plethora
of additional components such as DVDs, online exercises, video, mobile device applications,
as well as the more ‘traditional’ components such as workbooks, grammar practice books.
11—we need to start in language
teaching, by resisting the manner in which uniformity is being imposed, and by wrestling back
curriculum decisions into the hands of those directly involved – teachers and learners.