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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 …

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.

Published in Education , Spiritual
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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.

Transcript

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