Week 5

In The End of CLT: A Context Approach to Language Teaching article, the author states that CLT is starting to have a negative effect.  The article gave a lot of examples for this reasoning, such as, “the view seems to be 1) assume and insist that CLT is the whole and complete solution to language learning; 2) assume that no other method could be any good; 3) ignore people’s own views of who they are and what they want; 4) neglect and ignore all aspects of the local context as being irrelevant” (Bax 280).  In my opinion, we cannot rely on one method of language teaching to be the best one.  There are all different kinds of learners, ages, and days, and the teacher must be prepared to switch up their teaching methods when necessary.  This goes for all aspects of teaching, not just language teaching.  If a class does not understand the material or not getting involved, it is the teacher’s duty to step aside, and see what they can change about their own teaching.

In connection to the article listed above, HU’s article about the educational Chinese culture backlashed with the End of the CLT article because those ideas seem to be thrown out the window now. However, it seemed to me that education philosophies around the world can be surprisingly similar to each other, and most teachers really do want what’s best for their students.  The quote that affected me in relation to other TESOL ideas that I have learned is “education can bring along social recognition and material rewards” (97).  Educational ideas really can be seen eye to eye from culture to culture.