Myth and Reality in Tesol

While there is general consensus about the two desired terminal objectives of the majority of language courses-bilingualism and biculturalismvigorous claims and counter-claims have characterized recent discussions about the learning and teaching process. Dogmatic statements related to methods and techniques have troubled interested, conscientious teachers who are aware (1) that an either/or answer to any facet of educational theory or practice limits both teacher and learner creativity, and (2) that an eclectic, integrated approach-combining non-conflicting and mutually supporting theories from several disciplines-is generally the most productive. They are aware, too, of the fact that differences in the school community, in themselves, and in their learners will require modification or adaptation of any technique no matter how praiseworthy. In reality the most effective learning environment should stem from the learners' aspirations, motivations, individual learning styles and needs-primarily the need to retain pride in their native language and culture, and to experience success. The classroom experience will also be shaped inevitably by each teacher's background and skill in selecting and presenting material. Several techniques for facilitating the students' acquisition of the complex code of English are suggested, but it is recommended that these be applied with flexibility as the teacher judges their effectiveness through continuous interaction with the students

Consensus reality · Epistemology · Mythology · Pedagogy · Plea · Political science · Sociology · Theology · Law · Multilingual Education and Policy · Philosophy · Second Language Learning and Teaching

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  Thomas J Coates, Patricia M Regdon•TESOL Quarterly•1974

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