Global, local, critical, eclectic (slideshare version)


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Paper presented at the 7th British Association of Applied Linguistics (BAAL) Language Learning and Teaching SIG Conference “Theorising practice and practising theory: developing local pedagogies in language teaching”. Birmingham, UK: July 2011.

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  • Initial coding took place in parallel with data generation. A large number of themes were identified in the data, which were then grouped into larger inductively derived categories. For instance, the influences that shape practice at the host institute were grouped into three concentric spheres: the host institute per se, its immediate context (broadly construed as the Greek educational setting), and the global context of TESOL.
  • Despite such ‘anomalies’, the cumulative effect of all these forces is that language pedagogy at the host institute is at a state of robust dynamical stability, and it is strongly oriented towards the local paradigm.
  • Global, local, critical, eclectic (slideshare version)

    1. 1. From local pedagogy and global influences to eclectic practice<br />Achilleas Kostoulas, The University of Manchester<br />
    2. 2. Presentation Outline<br />
    3. 3. CaseStudy:<br />A Language School in Greece<br />
    4. 4. The host institute<br />[Redacted]<br />
    5. 5. Informing theory<br />Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: OUP.<br />Corbin, J. M., & Strauss, A. L. (2008). Basics of qualitative research (3rd ed.). Thousand Oaks, CA: SAGE.<br />Davis, B., & Sumara, D. J. (2006). Complexity and education. Mahwah, N.J. : Lawrence Erlbaum Associates.<br />Holliday, A. (1994). Appropriate methodology and social context. Cambridge: CUP.<br />Mason, M. (2008). Complexity theory and the philosophy of education. Oxford: Wiley-Blackwell.<br />Critical ethnography<br />Complexity<br />‘Thick’ description<br />Grounded theory<br />
    6. 6. Data Generation Methods<br />
    7. 7. International Exam Boards<br />Imported Courseware<br />Local Exam Boards<br />Parents<br />Local Courseware<br />Students<br />Local School System<br />Management<br />Teachers<br />Educational Authority Oversight<br />Local education traditions<br />Teacher training<br />Professional body Accreditation<br />BANA methodology<br />
    8. 8. HOW?<br />WHAT?<br />WHY?<br />
    9. 9. Challenging hegemony?<br />Teaching and learning the grammar system<br />
    10. 10. Communicative teacher training<br />Exam Boards<br />Public school examinations<br />Local coursebooks<br />Lay beliefs about language<br />Testing<br />Accuracy Ethos<br />Pressure for Certification<br />Accountability<br />
    11. 11. Global Influences<br />Communicative teacher training<br />Exam Boards<br />Public school examinations<br />Lay beliefs about language<br />Local courses<br />Accuracy<br />Testing<br />Local influences<br />Certification<br />
    12. 12. Enabling emergence?<br />Teaching and learning pronunciation<br />
    13. 13. Communicative teacher training<br />Emphasis on meaning<br />Learner Attitudes<br />Local coursebooks<br />Accuracy Ethos<br />Context <br />awareness<br />Examination Washback<br />
    14. 14. Global <br />influences<br />Communicative teacher training<br />Emphasis on meaning<br />Attitudes<br />Local courses<br />Context <br />awareness<br />Accuracy<br />Critical Influences<br />Local <br />influences<br />Washback<br />
    15. 15. Towards a conceptual Framework<br />What does a complexity perspective offer?<br />
    16. 16. HOW?<br />WHAT?<br />WHY?<br />
    17. 17. Eclectic pedagogy<br />
    18. 18. How can local pedagogy strike an appropriate balance with global influences in order to avoid stasis?<br />How can a theory of language pedagogy fostering the ideals we consider universally appropriate while remaining contextually sensitive?<br />
    19. 19. Thank you for your attention<br /><br />
    20. 20.<br />Questions?<br />