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Gabrielatos, C. (2003). My methodology. IATEFL Issues 172, 3-4.
A slightly expanded version, incorporating points edited out of the original article, was published in Developing Teachers, June 2003.
Introduction Much has been written in the ELT literature about the importance of a teacher’s self-awareness, and the extent to which personal views and interpretations shape teaching. I for one am convinced that knowing why I teach the way I do gives me control over my teaching and development. Prompted by an online discussion on ELT methodology I decided to draw a brief outline of my practices and the rationale behind them, as an exercise in self-awareness. I expected to end up with a short piece, but the more I thought about the ‘what’ and ‘why’ of my practice, the more I wrote. I apologise for the list format, but a proper text would defy the purpose of the exercise. Of course this isn’t a comprehensive account, and I would be surprised if it contained anything that hasn’t already been said or done. Still, it’s unique, because it’s a subjective interpretation of thinking in ELT and its informing disciplines through an individual teacher’s personal filters. I present it as an invitation to colleagues to share their own personal theories and methodologies.
Key words English language teaching, language teaching methodology, teacher awareness, teacher knowledge, EFL, ESL, ESOL, ELT, TESOL.
Related articles by the same author
Gabrielatos, C. (2005). Corpora and language teaching: Just a fling, or wedding bells? TESL-EJ 8(4), A1, 1-37.
Gabrielatos, C. (2003). How much is that methodology in the window? ESL MiniConference, February 2003.
Gabrielatos, C. (2002). The shape of the language teacher. In A. Pulverness (ed.), IATEFL 2002: York conference selections. Whitstable, Kent: IATEFL Publications, 75-78.
Gabrielatos, C. (2002). Shopping at the ELT supermarket: Principled decisions and practices. ERIC, ED478747.
Related edited online discussion
A question of definitions: An investigation through the definitions and practices of communicative and task-based approaches. TESL-EJ 7(3), F1, Karen Stanley (ed.), 2003.