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Gabrielatos,
C. (2002). Shopping at the ELT Supermarket: Principled decisions and
practices. ERIC, ED478747. |
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Also here: |
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Introduction This article reflects my ongoing development of a
principled and flexible methodological framework beyond pre-packaged, one-size-fits-all
methods; a framework free from traditional or dogmatic constraints, flexible
enough to take into account new ideas and insights, but also critical of
current popular trends and the claims of authorities and experts. In this article I examine
some common attitudes towards methodology selection, discuss the notion of
eclecticism and outline the nature and implications of principled
decision-making and practice in ELT. I argue that principled teaching requires a) awareness of different views on the
nature and use of the target language, as well as language learning (see
Brown, 1994; Richards & Rogers, 1986; Rivers, 1972), b) awareness of one’s own beliefs and theories, and c) the ability to observe critically, recognise patterns and draw conclusions. |
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Relevant details This article is
based on my plenary talk of the same title given at the tesol Macedonia-Thrace 8th
Annual Convention, 14th October 2000, and was originally published
in ELT News, 144 (February 2001). This is a revised version, which
incorporates materials from my response article ‘Teachers or Materials
Operators?’, published in ELT News, 152, November 2001. The article (in
particular, the section on intuitive teaching) generated a thread on the
IATEFL Teacher Trainers and Educators SIG discussion list between 10 April
and 6 May 2005, posts 2067-2145 (with some intervening posts on other
topics). This is the link to the first relevant post: http://groups.yahoo.com/group/ttedsig/2067
(you will need to subscribe to the discussion group). |
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Key words Language
teaching methodology, eclecticism, EFL, ELT, TESOL, teacher knowledge,
teacher awareness, intuition. |
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Related articles by the same author |
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Gabrielatos, C. (2005).
Corpora and language teaching: Just a fling, or wedding bells? TESL-EJ, 8(4), A1, 1-37. |
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Gabrielatos, C. (2004). Discerning reality: Lesson observation as research. IATEFL Teacher Trainers and Educators SIG Newsletter, 3/2004,
5-8. |
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Gabrielatos,
C. (2003). My methodology. IATEFL Issues, 172, 3-4. |
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Gabrielatos,
C. (2003). How much is that methodology in the window? ESL MiniConference, February 2003. |
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Gabrielatos, C.
(2002). The shape of the language teacher. In A. Pulverness (Ed.), IATEFL 2002: York Conference Selections
(pp. 75-78). Whitstable,
Kent: IATEFL. |
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Gabrielatos,
C. (2002). Standards and development in ELT. ELT News, 165, 11. |
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Articles on the same topic |
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Decoo, W. (2001). On the mortality of language learning
methods. James L. Barker lecture, Brigham
Young University, 8 November 2001. |
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Newby, D. (2000). Mediating between theory
and practice in the context of different learning cultures: The role of the European Centre for Modern Languages
of the Council of Europe. In R. Schjerve-Rindler
(Ed.) Europäische Integration und Erweiterung. Eine Herausforderung für die Wissenschaft. Biblioteca Europea 17. Napoli: Vivarium. |
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Newby, D. (Ed.) (2003). Mediating Between Theory and Practice in the Context
of Different Learning Cultures and Languages. Strasbourg: Council of Europe Publishing. |
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Rodgers, T.S. (2001). Language
teaching methodology. ERIC Digest. |
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If you know of any other related publications or
discussions freely available online, please contact me. |
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