This blog is dedicated to criticism. It offers
- Critical suggestions and resources for those doing post graduate courses in teaching English as a foreign language.
- A critical appraisal of what’s happening in the world of English Language Teaching.
The commercialisation of the ELT industry (estimated to be worth more than $20 billion) and the corresponding weakening of genuinely educational concerns, means that today most teachers are forced to teach in a way that shows scant regard for their worth, their training, their opinions, their job satisfaction, or the use of appropriate methods and materials. The biggest single reason for this sorry state of affairs, and the biggest single obstacle to good ELT, is the coursebook.
Using a coursebook entails teachers leading students through successive units of a book. Each unit of the book concentrates on a certain topic where isolated bits of grammar and vocabulary are dealt with, on the assumption that students will learn them in the order that they’re presented. Such an approach to ELT flies in the face of research which suggest that SLA is a process whereby the learner’s interlanguage (a dynamic, idiosyncratic, evolving linguistic system approximating to the target language) develops as a result of communicating in the target language, and is impervious to attempts to impose the sequences found in coursebooks.
The publishing companies that produce coursebooks spend enormous sums of money on marketing, aimed at persuading stakeholders that coursebooks represent the best practical way to manage ELT. As an example, key players in the British ELT establishment, the British Council, the Cambridge Examination Boards, the Cambridge CELTA and DELTA teacher training bodies among them, accept the coursebook as central to ELT practice. Worse still, TESOL and IATEFL, bodies that are supposed to represent teachers’ interests, have also succumbed to the influence of the big publishers, as their annual conferences make clear. So the coursebook rules, at the expense of teachers, of good educational practice, and of language learners.
By critically assessing the published views of those in the ELT establishment who promote coursebook-driven ELT, this blog hopes to lend support to those who fight for a less commercial, less centralised, more egalitarian, more learner-centred approach to ELT.