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Defining The Context

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7 views9 pages

Defining The Context

Uploaded by

anikariyat
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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• Defining the context

• The illustration
•What is the goal of our
learners to achieve?
• if you teach students from
different countries, the
majority of those students
want to sound like their
American counterpart
•Japanese students think
American was not the goal
of most of the students
• The context
•Referring to the
illustration, context Is
the key factor to define
what you know on
designing a course
•You need to know as
much as possible about
the context in order to
make a decisions about
the course
• The context
• Dubin and Olshtain (1986) further
explored the context into the
concept and put it into categories
such as language setting, patterns
of language use in society, group
and individual attitudes toward
language, and the political and
national context.

"a given situation within a certain


program."
• Why do we need to define the
context?
• Knowing the culture of the
students we are designing a
course for, its purpose and the
views of the community will
affect the objectives of the
course
• Constraints of the context will
offer a clear direction for
formulating realistic and
appropriate goals
• Environment, teaching factors,
teaching resources,
institutional factors
• Factors to consider in defining the
context
• Why is it important to define one’s
context?
•Knowing how long the
course is.
• knowing Its purpose.
•Knowing who the students
are.
•How it fits in the other
aspects of the curriculum
to helps us to make
decision about content,
objectives, and so on.
• Problematizing
•Paulo Freire (1973) says
looking at something that
is taken for granted from
the curriculum. Literacy for
example, how we
understand it, challenge it,
and act it.
•Looking at what you know
about the context and
defining the challenges to
make successful course.
These challenges involve
class size, multi-levels,
number of hours, lack of
sources, your own lack of
experience with the
content of the course.
• From Context to Curriculum: A
Case Study of Communicative
Language Teaching in China
• EFL context is not only the language
setting, but also the factors playing a
role in CLT in EFL countries. Based on
the framework provided by Dubin and
Olshtain (1986), in the process of
introducing CLT into PPCCc, the
elements described below are used to
form a framework to assess the context
for a new language program.
• 1. Educational Policy
• 2. Educational Tradition
• 3. Language Setting
• 4. Teaching Materials
• 5. Instructors
• 6. Learners
•The implication of the
context used:
• In EFL teaching, the impact of the
context on a program is more
significant than in an ESL context. The
more we know about the context, the
better we can adapt this new
methodology to the program.
• Introducing new methods for
classroom activities is helpful, but not
sufficient. The adaptation should start
from the beginning of the curriculum
design and address the teaching and
learning beliefs of the teachers and the
needs of the students. The conditions
of the context should be taken into
account throughout the whole process
of the curriculum development.
• Adaptation of teaching methodology
will be more successful if the theory of
learning and teaching from which CLT
methodology is derived is reviewed
and shared among the teachers and
students with the characteristics of the
program context in mind.

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