Context as solution: a step too far?

• Autores: Duncan Hunter
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 67, Nº 4, 2013, págs. 475-481
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Few would argue with the notion that teachers and educators should take much greater account of local context in their approach to teaching and learning. However, Ur�s article seems to take this position to an unworkable extreme, looking to features of context to serve as the chief drivers of teachers� pedagogy. This response seeks to counter some key assertions within Ur�s argument and expose dangers in its implications for practice.