Publication: On The Socio-Cultural and Context-Based Approach to English Teaching
Submitted Date
Received Date
Accepted Date
Issued Date
2016
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2630-0672 (Print), 2672-9431 (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
LEARN Journal: Language Education and Acquisition Research Network
Volume
9
Issue
2
Edition
Start Page
122
End Page
134
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
On The Socio-Cultural and Context-Based Approach to English Teaching
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
In this position paper, the author argues for the re-conceptualization of English language teaching (ELT) through the socio-cultural and context-based approach (SCA). For a typical English as a foreign language (EFL) situation, SCA takes as a point of departure a thorough understanding of the macro-level components e.g., local classroom contingencies, a realistic expectation; and micro-level components e.g., sufficient good quality language input, and corrective feedback, all of which should enable local English teachers to feel in charge of their own teaching, unencumbered by western-conceived or guru-led teaching recipes. At the same time, the L2 learner is expected to develop reasonable English proficiency, also unrestrained by false expectations that they would pass for native speakers in their use of English. In short, the SCA approach does not consider the ELT business a zero-sum game. The teacher, the L2 learner, and the whole society should emerge triumphant.