Reflecting on Western TESOL training and communicative language teaching: Bangladeshi teachers' voices

Asia Pacific Journal of Education

Volumn 28, Issue 3, 2008, Pages 305-316

  Chowdhury, Raqib ^a   Phan, Le Ha ^a  

^a MONASH UNIVERSITY   (Australia)

Author keywords

Communicative language teaching; ELT; Teacher training; TESOL

Indexed keywords

EID: 70449704490     PISSN: 02188791     EISSN: 17426855     Source Type: Journal    
DOI: 10.1080/02188790802236006     Document Type: Article

References (36)

1. Anderson, C. (2005, September). The commodification of education: The case of TESOL. Paper presented at the British Association for Applied Linguistics Annual Conference, Bristol University, UK.
2. Auerbach, E.R. (1995). The politics of the ESL classroom: Issues of power in pedagogical choices. In J.W. Tollefson (Ed.), Power and inequality in language education (pp. 9-33). Cambridge, UK: Cambridge University Press.
3. Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT Journal, 57, 278-287.
4. Bangaldesh Bureau of Statistics. (2007). Statistics Bangladesh 2006. Retrieved August 23, 2007, from http://www.bbs.gov.bd/dataindex/stat_bangladesh.pdf
5. Biggs, J. (1997). Teaching across and within cultures: The issue of international student. Learning and teaching in higher education: Advancing international perspectives. Proceedings of the Annual Conference of the Higher Education Research and Development Society of Australasia, 20, 1-22.
6. Breach, D. (2005). What makes a good teacher (Part II). Teacher's Edition, 17, 28-35.
7. Brown, R. (2000). Cultural continuity and ELT teacher training. ELT Journal, 54, 227-233.
8. Canagarajah, S.A. (1999). Resisting linguistic imperialism in English teaching. Oxford, London: Oxford University Press.
9. Chowdhury, R. (2003). International TESOL training and EFL contexts: The cultural disillusionment factor. Australian Journal of Education, 47, 283-302.
10. Chowdhury, R. (2006, June). TESOL marketing - Student identity as a site of conflicting forces. Paper presented at the 16th Biennial Conference of the Asian Studies Association of Australia, Wollongong, New South Wales, Australia.
11. Chowdhury, R., & Farooqui, S. (in press). Teacher training and teaching practice: The changing landscape of ELT in secondary education in Bangladesh. In L. Farrell, U.N. Singh, & R.A. Giri (Eds.), English language education in South Asia: From policy to pedagogy. Delhi, India: Cambridge University Press.
12. Edge, J. (1996). Cross-cultural paradoxes in a profession of values. TESOL Quarterly, 30, 9-28.
13. Ellis, G. (1996). How culturally appropriate is the communicative approach? ELT Journal, 50, 213-218.
14. Farooqui, S. (2006, August). Communicative language teaching in secondary education in Bangladesh. Paper presented at the 4th Asia TEFL International Conference, Fukuoka, Japan.
15. Gupta, D. (2004). CLT in India: Context and methodology come together. ELT Journal, 58, 266-269.
16. Hasan, M.K. (2004). A linguistic study of English language curriculum at the secondary level in Bangladesh: A communicative approach to curriculum development. Language in India, 4, Retrieved April 7, 2006, from http://www.languageinindia.com/aug2004/hasandissertation1.html
17. Holliday, A. (1994). Appropriate methodology and social contexts. Cambridge, UK: Cambridge University Press.
18. Holliday, A. (2005). The struggle to teach English as an international language. Oxford, London: Oxford University Press.
19. Hu, G. (2005). "CLT is best for China" - An untenable absolutist claim. ELT Journal, 59, 65-68.
20. Kachru, B.B. (1986). The alchemy of English: The spread, functions, and models of non-native Englishes. Oxford: Pergamon Press.
21. Kubota, R. (2001). Discursive construction of the images of US classrooms. TESOL Quarterly, 35, 9-38.
22. Le, V.C. (2001). Language and Vietnamese pedagogical contexts. Teacher's Edition, 7, 34-40.
23. Li, D. (1998). "It's always more difficult than you plan and imagine": Teachers' perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32, 677-703.
24. Lin, A.M.Y., Wang, W., Akamatsu, A., & Riazi, M. (2001, August). Absent voices: Appropriated language, expanded identities, and re-imagined storylines. Paper presented at the International Conference on Disrupting Preconceptions: Postcolonialism and Education, University of Queensland, Brisbane, Australia.
25. Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40, 243-249.
26. Liu, D. (1998). Ethnocentrism in TESOL: Teacher education and the neglected needs of international TESOL students. ELT Journal, 52, 3-9.
27. McKay, S.L. (2003). Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics, 13, 1-22.
28. Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman.
29. Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
30. Phan, L.H. (2007). Questioning the validity and appropriacy of presenting communicative language teaching as "the best" teaching method in TESOL teacher training courses. In J. Mukundan, S. Menon, & A.A. Hussin (Eds.), ELT matters 3: Developments in English language learning and teaching (pp. 232-240). Selangor, Malaysia: Universiti Putra Malaysia Press.
31. Phan, L.H. (2008). Teaching English as an international language: Identity, resistance and negotiation. Clevedon, UK: Multilingual Matters.
32. Phillipson, R. (1992). Linguistic imperialism. Oxford, London: Oxford University Press.
33. Rao, Z. (2002). Chinese students' perceptions of communicative and non-communicative activities in EFL classroom. System, 30, 85-105.
34. Said, E.W. (1978). Orientalism. New York: Pantheon Books.
35. Tollefson, J.W. (1991). Planning language, planning inequality: Language policy in the community. Harlow, UK: Longman.
36. Walker, J. (2001). Client views of TESOL service: Expectations and perceptions. International Journal of Educational Management, 15, 187-196.