Grassroots Action Research and the Greater Good.

Rainey (2011) investigates the specific subjects chosen for action research by English as a Foreign Language (EFL) teachers working in grassroots settings. By analysing published reports and survey data from potential researchers, the author discovers that most projects focus narrowly on teaching methodologies and student learning behaviours. While these efforts foster professional empowerment and improve self-esteem, they often overlook systemic challenges such as large class sizes, insufficient linguistic competence, and a lack of parental involvement. Rainey advocates a more comprehensive research approach that moves beyond immediate classroom tactics to influence the broader profession. Ultimately, the source emphasises that achieving the field's greater good requires greater collaboration between grassroots educators and academic stakeholders to address complex educational challenges.

Rainey, Isobel. (2011). Grassroots Action Research and the Greater Good. Profile: Issues in Teachers' Professional Development, 13(1), 31-54. http://www.scielo.org.co/scielo.php?pid=S1657-07902011000100003&script=sci_abstract

Ethics in foreign language teacher education.

 Introduction  

        Training teachers in foreign language education must be a task with a clear commitment, not only pedagogical but also rooted in ethics. In my teaching practice as a professor of Foreign Language Didactics, I face a specific issue that compels me to regularly reflect on the integrity-driven values of my work. This essay argues that respect for human dignity and justice must be central to foreign language teacher education, as these values not only create an inclusive classroom environment but also shape educators into ethical leaders.

Description of my professional activity  

        As a teacher educator, my responsibility is to prepare future educators on how to teach effectively and ethically. Beyond teaching the language, I instil values that foster an inclusive and respectful learning environment. In my classroom sessions, I apply numerous active and participatory methodologies, such as cooperative learning, project-based learning (PBL), flipped classrooms, and the use of technology, to ensure language interaction and practice are experiential and meaningful. I also emphasise culture, civilisation, and the social context in which the language is practised so that future teachers fully internalise it.  

Principle 1: Respect for human dignity  

        Respect for human dignity constitutes the foundation of ethics within any educational practice. Foreign language teaching is particularly relevant to this ethic, given the necessity of a multicultural and multilingual approach with students. As Noddings (2003) states, "Education must be a practice of care in which educators understand and respond to their students' needs." This means that teachers must work in an environment of respect and inclusion, where every student is valued and feels heard.  

        In my pedagogical practice, I strive to be kind and sensitive to students' differences so that they feel comfortable interacting, making mistakes, and engaging in self-learning. This not only enhances language proficiency but also improves self-esteem and confidence. Human dignity is respected by being aware of the cultural impact of words and actions, ensuring that students are not subjected to demoralising elements such as prejudice and stereotypes.  

Principle 2: Justice and equity  

        Justice and equity are essential to ensuring that students have equal learning opportunities. As Banks (2016) states, "A just education will provide all students with the necessary resources and support to reach their full potential." In the context of foreign language teaching, this means identifying and removing any obstacles to learning, such as barriers between different socio-cultural and linguistic groups.  

        As part of my efforts to achieve equity in the classroom, I use differentiated strategies that address students' individual needs. I accomplish this by providing varied teaching resources, conducting regular formative assessments, and offering additional opportunities for students who need them. I also create a climate of respect and inclusion by recognising and encouraging students' contributions and fostering collaboration and mutual support.  

Critical perspective  

        Although respect for human dignity and justice are widely recognised as universal ethical principles, their practical application in foreign language education is complex. It requires continuous effort, adaptation, and critical reflection. Freire (2005) aptly states, "Education must be a practice of freedom, where educators and students become active subjects in the learning process." However, achieving this vision is not without challenges. Educators often navigate institutional constraints, cultural differences, implicit biases, and tensions between standardised expectations and equitable teaching.

        One of the primary challenges is the institutional and systemic constraints placed on teachers. While ethical teaching emphasises individualised learning and inclusion, many educational systems prioritise rigid curricula and standardised testing, which may restrict teachers’ ability to implement student-centred, values-driven instruction. For instance, foreign language proficiency exams often emphasise grammar and accuracy over communication and intercultural understanding, making it complicated to create an environment where all students feel valued and included. To address this, institutions must integrate ethical reflection into teacher training and allow educators the flexibility to adapt their methods to students' diverse needs.

        Another critical issue is the influence of cultural and societal differences on ethical perceptions. Concepts such as justice, respect, and inclusivity are interpreted differently across cultures. In some educational traditions, strict teacher authority and rote memorisation are valued over participatory learning, which may create tensions when implementing equitable, student-centred approaches. For example, in certain cultures, students might hesitate to challenge authority or engage in open discussion, making it difficult to foster interactive, collaborative language learning. Educators must therefore develop intercultural competence, both for themselves and their students, so they can navigate these differences sensitively while maintaining ethical teaching standards.

        Furthermore, implicit bias and prejudice can subtly influence language instruction, even among well-intentioned educators. For instance, many foreign language teachers unconsciously prioritise native-like pronunciation, Western cultural references, or traditional linguistic norms, thereby alienating students from diverse linguistic and cultural backgrounds. English language education, for example, often focuses on British or American rules, marginalising varieties such as Indian or African English. To counter this, teachers should integrate diverse linguistic models and encourage students to embrace their unique linguistic identities rather than conforming to a single "standard."

        Equity in education also faces a significant challenge when balancing individualised instruction with standardised expectations. While justice in Teaching calls for differentiated instruction to accommodate students' varying linguistic abilities and learning styles, standardised exams often impose a rigid, one-size-fits-all assessment model. A student with a different linguistic background may struggle with an exam designed for native speakers, yet policies may prevent necessary accommodations. Addressing this issue requires ongoing dialogue between educators and policymakers to develop assessments that maintain high standards while accommodating diverse learning needs.

        Finally, ethical dilemmas in classroom management present another challenge for educators striving to uphold human dignity. Teachers must navigate conflicts and discipline in ways that maintain respect while fostering learning. For example, if a student makes an offensive remark due to a cultural misunderstanding. The teacher faces an ethical decision: how to correct the student without making them feel humiliated or discouraged. Rather than using punitive measures, teachers can adopt restorative justice approaches that encourage discussion, critical thinking, and mutual understanding.

        Given these challenges, it is clear that ethical foreign language teaching requires more than theoretical knowledge; it demands ongoing reflection, adaptability, and institutional support. As Fullan (2007) notes, "Educators must be moral leaders who inspire and guide their students toward a better future." To truly integrate ethical values into foreign language education, teachers must reflect on their practices while advocating for systemic changes that uphold dignity, justice, and equity in all learning environments.

        Similarly, I align with Argandoña (2020) in emphasising the importance of ethical principles in guiding behaviour and decision-making in their respective contexts. Both highlight the need for responsibility, integrity, justice, equity, reflection, and principled leadership to create respectful and inclusive educational or business environments.  

        In conclusion, respect for human dignity, justice, and equity are the highest ethical values in foreign language teacher education. Not only do they ensure a respectful, open learning environment, but they also contribute to students' holistic development. Consequently, our role as teachers is to implement these values and principles in our daily practice and to train younger generations of educators committed to providing dignified, high-quality education. One of the main reasons a lifelong commitment to improvement is necessary is to fulfil this mission and contribute to an education that transforms students' lives. 

References

Argandoña, A. (2020, 29 de noviembre). Para qué sirve un código ético. Economía, Ética y RSE BlogNetwork. https://tinyurl.com/2ah2uazd 

Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge. https://tinyurl.com/2485u23j

Freire, P. (2005). Pedagogía del oprimido (Trad. J. Mellado). Siglo XXI Editores.

Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. https://tinyurl.com/2yr8y34o 

Noddings, N. (2003). Caring: A feminine approach to ethics and moral education (2nd ed.). University of California Press. https://tinyurl.com/29vlygh5 

Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education.

        Morea & Fisher (2025) highlight the need for linguistically responsive teachers in multilingual classrooms. The authors argue that initial teacher education and training (ITET) should help future teachers recognise and value their multilingual identities. A quasi-experimental study with 37 pre-service teachers in England tested the impact of an online intervention on multilingual identity. Of the participants, 17 were in the intervention group, while 20 formed the control group. Pre- and post-intervention questionnaires showed significant increases in multilingual identity perceptions among the intervention group, while the control group showed no change. Interviews confirmed that participants in the intervention developed a broader, more inclusive understanding of multilingualism.

Reference

Morea, N. & Fisher, L. (2025). Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education. The Language Learning Journal, 53(1), 1-21.  https://doi.org/10.1080/09571736.2023.2251499

Further reading:

Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education

Education is relationship-centered, not just student-centered.

        Johnson (2025) argues that relationships are the foundation of education, more so than student-centred approaches. It emphasises that positive relationships between teachers and students significantly improve student success, engagement, and emotional well-being. Research by Dr John Hattie and others supports the idea that students work harder for teachers who show they care. The author also highlights the importance of emotional safety and trust in the classroom, as well as the roles of collaborative learning and peer relationships. While not dismissing student voice and autonomy, Dr Johnson suggests that these are enhanced within a relationship-centred approach, leading to greater student ownership and success. The article concludes that prioritising relationships is essential for creating successful learners who are engaged, motivated, and equipped with social and emotional skills for long-term success.

Reference

Johnson, B. (2025, March 10). Education is relationship-centred, not just student-centred.              https://tinyurl.com/2ce4kxhp

Further reading:

Education Is Relationship-Centered, Not Just Student-Centered – Dr. Brad Johnson

Interpreting quotations

"If the strands are not woven together effectively and well, the instructional loom will likely produce something small, weak, ragged, and pale and not recognisable as a tapestry at all " (Oxford, 2001).

This quotation metaphorically underscores the importance of effective, well-integrated instructional strategies in the educational process. Comparing the process to a ​loom emphasises that if the different strands of instruction are not woven together correctly, the outcome will be unsatisfactory.

The "strands" mentioned in the quotation represent various instructional components, such as lesson plans, teaching methods, learning materials, assessments, and student engagement. When these components are not effectively integrated, the instructional process becomes fragmented, resulting in a weak and inadequate outcome.

The phrase "something small, weak, ragged, and pale" suggests that poor instructional integration will yield a result that lacks substance, cohesion, and vitality. It signifies that learners will need a more comprehensive and enriching educational experience. Furthermore, the mention of not being recognisable as a tapestry suggests that the intended goal of producing a cohesive and meaningful educational outcome will not be achieved.

Overall, this quotation reminds us of the importance of thoughtful and integrated instructional design. It highlights the need for educators to carefully weave together diverse instructional elements to create a rich, meaningful educational tapestry for learners.

"The mastery of discrete language skills such as reading and speaking is seen as the key to successful learning, and language learning is typically separate from content learning" (Mohan, 1986).

This quotation highlights a perspective on language learning that distinguishes it from content learning and emphasises the importance of mastering specific language skills for successful language acquisition.

The quotation suggests distinguishing between acquiring language skills, such as reading and speaking and developing content knowledge. This implies that language learning is often viewed as separate from learning other subjects or content areas.

Furthermore, the quotation asserts that mastering discrete language skills, such as reading and speaking, is crucial for successful language learning. It implies that these skills are considered foundational and essential to overall language proficiency. It suggests that learners focus on developing these discrete language skills to become proficient in a particular language.

The quotation reflects a traditional approach to language learning, prioritising the acquisition of discrete language skills over integrating language learning with content learning. It suggests that language learning is a distinct domain requiring specific attention and instruction.

Overall, this quotation highlights the perspective that successful language learning relies on mastering discrete language skills and that language learning is often approached separately from content learning. However, it is essential to note that this may not represent all views on language learning, as different methodologies and approaches may prioritize integrating language and content learning.

Hinkel (2006) noted, “In an age of globalization, pragmatic objectives of language learning place an increased value on integrated and dynamic multiskill instructional models with a focus on meaningful communication and the development of learners’ communicative competence” (p. 113).

Hinkel (2006) speaks to the changing landscape of language learning in the context of globalisation.

Globalisation: The interconnectedness of the world, in which communication and interaction across cultures and languages become increasingly important.

Pragmatic objectives of language learning: In this globalised era, the goals of language learning are becoming more practical, focused on real-world application rather than just academic proficiency.

Integrated and dynamic multiskill instructional models: Suggests that language learning methods should encompass various skills (listening, speaking, reading, writing) in an interconnected way, adapting dynamically to the changing needs and contexts of communication.

Focus on meaningful communication: This approach emphasises the importance of learning the language theoretically and using it effectively to convey ideas, thoughts, and emotions.

Development of learners’ communicative competence: This indicator aims to nurture learners' ability to communicate proficiently and appropriately in diverse situations, rather than solely focusing on grammar and vocabulary.

Hinkel highlights the need for language-learning methods beyond traditional approaches, emphasising practical, dynamic, and integrated strategies that prioritise effective communication in a globalised world.

Sources:

Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109-131. https://doi.org/10.2307/40264513  

Mohan, B. (1986). Language and content. Addison Wesley. https://tinyurl.com/27uymj8h

Oxford, R. (2001). Integrated Skills in the ESL/EFL Classroom. ERIC Digest. https://tinyurl.com/2peaocfz

Cranking up his Spanish

In this post, language educator Scott Thornbury recounts his journey learning Spanish. He has a background in language acquisition and pedagogy. Yet, he still needs help becoming fluent. Though motivated, Thornbury needed help with aspects of vocabulary and pronunciation. He credits his success to practising conversations and immersing himself in Spanish culture. Thornbury makes the often idealised process of learning another language. He does this by documenting the frustrations and breakthroughs. His reflections emphasise the significance of motivation. They also stress meaningful engagement with native materials and speakers. While expertise can inform expectations, language learning remains an imperfect, individualised process. The author shares his personal experience. He invites readers to reflect on their journey to bilingualism.

Further reading on his blog.

Strategies for providing meaningful feedback and support to teachers based on their class observations.

Several strategies can be used to provide meaningful feedback and support to teachers based on their observations:

1. Clear communication: Engage in open and transparent communication with teachers, clearly explaining the purpose and goals of the observation process. Set expectations and establish a collaborative approach to feedback and support.

2. Focus on strengths and areas for improvement: Recognise and highlight teachers' strengths to boost their confidence. Identify specific areas for growth and improvement, and offer clear, actionable, and focused feedback that is focused on student learning outcomes.

3. Reflective dialogue: Encourage teachers to engage in reflection and self-assessment. Discuss observations, allowing teachers to share their perspectives and insights and work together on strategies for improvement.

4. Professional development opportunities: Identify relevant workshops, seminars, conferences, or online courses that address the specific areas for improvement identified through observation. Support teachers in accessing and participating in these opportunities.

5. Coaching and mentoring: Provide ongoing support to teachers. This can include regular one-on-one meetings to discuss progress, offer guidance, and provide resources or strategies to foster professional growth.

6. Peer collaboration: Encourage teachers to engage in peer collaboration and peer observations. This allows teachers to learn from one another, share best practices, and receive peer support and feedback.

7. Follow-up and progress monitoring: Regularly follow up with teachers to review progress, offer additional support if needed, and acknowledge growth and improvement. Continuously monitor and track the impact of feedback and support on teachers' professional development.

Establishing a culture of trust and support is crucial, where feedback is viewed as an opportunity for growth rather than judgment. Customising feedback and support to individual needs and providing ongoing opportunities for professional growth can effectively enhance teacher development.

Curriculum development in language teaching

Curriculum development in language teaching underpins effective language instruction by providing a coherent, research-informed structure for designing, implementing, and evaluating language programs. This essay reframes the core ideas of curriculum development within an academic register and grounds each assertion in recent scholarly literature.

Curriculum development functions as the strategic backbone of language instruction, aligning pedagogical aims with learners’ communicative needs and contextual realities. Contemporary research emphasises that this process involves systematic needs analysis, goal-setting, material selection, pedagogical sequencing, and evaluation, thereby ensuring a purposeful, learner-centred design (Chan, 2018; Razali et al., 2025).

Establishing clear, measurable learning objectives attuned to learners’ abilities and aspirations is foundational. Nation (2007) proposes the Four Strands framework, advocating balanced instructional time devoted to meaning-focused input, meaning-focused output, language-focused learning, and fluency development, all of which are equally essential to sustainable language acquisition. Curriculum designers guided by this framework cultivate comprehensiveness and relevance across linguistic domains.

Selecting appropriate instructional materials is equally pivotal. These resources must promote communicative competence, cultural responsiveness, and learner engagement. Integrated curriculum models that embed language learning across content areas have been shown to bolster both language proficiency and subject mastery, while fostering deeper student engagement and critical thinking (Erwin & Noor, 2024). Such integration requires interdisciplinary coordination, resource commitment, and institutional support; without these supports, implementation often falters.

Curriculum development also entails crafting communicative, task-based instructional approaches. Task-Based Language Teaching (TBLT) emphasises learners’ engagement in meaning-centred activities, with form-focused instruction occurring in context, either concurrently or post-task. This design ensures alignment with real communicative demands and promotes authentic language use (Anderson, 2020). Similarly, Communicative Language Teaching (CLT) frameworks foreground interaction as both the instrument and goal of learning. Research demonstrates that CLT-enhanced curricula, especially those incorporating project-based initiatives, English clubs, and independent activities, substantially advance learners’ communicative competence, provided that continuous evaluation and adaptation to learners’ diverse backgrounds are in place (Lestari & Margana, 2024).

Moreover, there is mounting evidence that curriculum development must embrace ongoing evaluation and revision to sustain effectiveness. Razali et al. (2025) conducted qualitative research in higher education contexts and concluded that curricula overly focused on theoretical structure lacked relevance and engagement. Data highlighted that practice-based learning approaches, such as debates, role-play, and presentations, enhanced student motivation, communicative confidence, and alignment with workforce demands. These findings underscore the necessity of responsive curriculum revision in light of learner feedback and evolving pedagogical needs.

Finally, a well-crafted curriculum fosters robust assessment design, combining formative and summative strategies that authentically evaluate students’ communicative skills across diverse contexts. When paired with continuous teacher training and stakeholder feedback, such evaluative mechanisms facilitate adaptive instructional improvement and reinforce curriculum relevance (Razali et al., 2025; Anderson, 2020).

In summary, curriculum development in language teaching is a dynamic and multifaceted endeavour. By anchoring curriculum design in needs analysis, structured objective-setting (e.g., the Four Strands), communicative and task-based approaches (TBLT, CLT), integrated materials, and ongoing evaluation, educators can construct robust frameworks that empower learners. A well-designed curriculum not only guides instruction but also fosters meaningful and communicative language experiences that enable students to use the target language with confidence and purpose.

References

Boonteerarak, P. (2021). The development of a communicative English training curriculum for Thai counter clerks in convenience stores. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 115–142. https://tinyurl.com/2a5b4333

Chan, C. S. (2018). Proposing and illustrating a research-informed approach to curriculum development for specific topics in business English. English for Specific Purposes, 52, 27-46. https://doi.org/10.1016/j.esp.2018.07.001

Erwin, E., & Noor, A. F. M. (2024). A review of Language Curriculum Development in multilingual classrooms. Lingeduca: Journal of Language and Education Studies, 3(2), 87–101. https://doi.org/10.70177/lingeduca.v3i2.1340

Lestari, M. B., & Margana, M. (2024). Communicative Language Teaching (CLT) implementation in Kurikulum Merdeka: A lesson from English teachers' voices. Journal of Languages and Language Teaching, 12(4), 1657–1672. https://doi.org/10.33394/jollt.v12i4.11266

Nation, P. (2007). The Four Strands. Innovation in Language Learning and Teaching, 1(1), 2–13. https://doi.org/10.2167/illt039.0

Razali, R., Sundana, L., Ramli, R., Alamsyah, T., & Wahdaniah, W. (2025). Language curriculum development to increase students’ interest in communication and literacy in higher education: A qualitative study. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2448349

P.D. Recently, APA 7th ed. compliant.

Applying Task-Based Approach to Syllabus Design

        When using authentic language through meaningful tasks to develop fluency in the target language, teachers of EFL/ESL are often asked to build task syllabuses. In this light, task definition is relevant in syllabus design, classroom teaching, and learner assessment. It supports evident research agendas and has influenced educational policymaking in both EFL and ESL contexts. What is a task? The most cited definitions of a task are the following:

A task is a piece of classroom work that involves learners in comprehending, manipulating, producing, or interacting with the target language. At the same time, their attention is focused on mobilising their grammatical knowledge to express meaning, and the intention is to convey meaning rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle, and an end. (Nunan, 2004, p. 4) 

According to Willis (1996), "a task is an activity where the learner uses the target language for a communicative purpose (goal) to achieve an outcome" (p. 23). 

Richards & Rodgers (2001) define a task as "an activity or goal that is carried out using language, such as finding a solution to a puzzle, reading a map and giving directions, making a telephone call, writing a letter, or reading a set of instructions and assembling a toy" (p. 224). 

        In addition, according to Richards & Rodgers (2001), Task-Based Language Teaching is an approach that uses tasks as the core unit of planning and instruction in language teaching (p. 223). 

Task-Based Language Teaching (TBLT) is an approach that offers students opportunities to actively engage in communication to achieve a goal or complete a task. TBLT seeks to develop students’ interlanguage by providing a task and having them use language to solve it. It was first developed by N. Prabhu in Bangalore, Southern India. Prabhu believed that students may learn more effectively when their minds are focused on the task rather than the language they use.

(Prabhu, 1987; as cited in Littlewood, 2004, p. 323)

        On the other hand, curriculum planners systematically move from needs analysis to goals and objectives to the selection of instructional content. It concerns Taba’s model of curriculum processes (1962, p. 12), which consists of Step 1: Diagnosis of needs; Step 2: Formulation of objectives; Step 3: Selection of content; Step 4: Organization of content; Step 5: Selection of learning experiences; Step 6: Organization of learning experiences; Step 7: Determination of what to evaluate and means to assess. 

         Steps 3 and 4 are usually known as syllabus design in language teaching. Ellis (2002) claims that "course design is concerned with the selection and sequencing of content, the what of teaching. As such, it contrasts with methodology, which addresses the how of teaching. Course design and methodology comprise the language curriculum" (p. 79). 

        Richards (1997) argues that conceptions of the nature of a syllabus are closely related to the view of language and second language learning (p. 9). He also said that syllabuses have become more communicative due to the shift toward communicative theories of language and learning. There are different types of syllabi in modern EFL/ESL courses and materials, such as Structural (organised primarily around grammar and sentence patterns), Functional (organised around communicative functions, such as identifying, reporting, correcting, and describing), Notional (organised around conceptual categories, such as duration, quantity, location); Topical (organised around themes or topics, such as health, food, clothing); Situational (organised around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket); Skill-based (organised around skills, such as listening for gist, listening for specific information, listening for inferences); Task or activity-based (organised around activities, such as drawing maps, following directions or instructions) 

        A Task-based syllabus is organised around tasks students will complete in the target language. According to Nunan (1989), tasks can be: 

1. Real-world tasks (Situational and interactional authenticity): Reading a map and giving directions; Reading a set of instructions and assembling an item; Conducting a survey; Conducting a search of databases for articles.

2. Pedagogical tasks (Interactional authenticity): Jigsaw task; Information-gap task; Problem-solving task; Decision-making task; Opinion-exchange task. 

        In conclusion, applying the task-based approach to syllabus design focuses on process rather than product. The essential elements are purposeful activities and tasks that emphasise communication and meaning. Likewise, learners learn language by engaging in communicative, purposeful interactions as they perform activities and functions. In addition, activities and tasks can be either those learners might need to achieve in real life or those with a pedagogical purpose specific to the classroom, and they are sequenced according to difficulty. The difficulty of a task depends on a range of factors, including the learner's prior experience, the task's complexity, the language required to complete the task, and the level of support available.  

References

Ellis, R. (2002). The methodology of task-based teaching. Kansai University Foreign Language Teaching and Research, 4, 79-101. http://hdl.handle.net/10112/1302 https://kansai-u.repo.nii.ac.jp/record/10397/files/KU-1100GK-20021200-05.pdf

Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319-326. https://doi.org/10.1093/elt/58.4.319

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.

Nunan, D. (2004). Task-based language teaching. Cambridge University Press. 

Richards, J. C. (1997). The language teaching matrix. Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.

Taba, H. (1962). Curriculum development: Theory and practice. Harcourt, Brace & World.

Willis, J. (1996-2005). A framework for task-based learning. Longman.

English Language Teaching in South America: Policy, Preparation and Practices. Review.

        Benegas (2022) argues that "English language teaching in South America is usually absent in international publications or at least publications located in 'the centre'. Now and then, we may read articles or book chapters that are part of international perspectives volumes on a given aspect of ELT, authored by."

        That is true. Despite the large number of English language learners and teachers in South America, there is insufficient representation and recognition of their experiences in international ELT publications. This absence can marginalise their perspectives and voices and limit opportunities for exchange and collaboration between different regions in the field. 

        However, it is essential to note that in recent years, there has been an increasing effort to address this imbalance and highlight ELT professionals' diverse experiences and perspectives from all regions. It has been achieved through international conferences, online forums, and social media groups, where South American ELT professionals can share their knowledge and discuss with their peers from other countries. Additionally, efforts have been made to publish more articles and book chapters on ELT in South America to increase the visibility and recognition of the region's contributions to the field.

#PETsNet #RELOAndes #BritishCouncil #teacherslearningfromeachother #AmericanEnglishforEducators #RELOBrazil #RELOMexico #RELOTheCaribbean

Reference

Banegas, D. L. (2022). English Language Teaching in South America: Policy, Preparation and Practices.         Argentinian Journal of Applied Linguistics - ISSN 2314-3576, 5(2), 40–42. Google link