Conclusions
In this book we’ve covered many issues, and attempted to distil our
understanding of the accumulated ideas and experiences of many teachers and
researchers into sets of practical suggestions on specific topics. At the end of
such an exercise, what are the more general conclusions that we can draw?
Firstly, an emphasis on contextual appropriacy. Whether you are choosing a
coursebook, deciding how to treat grammar in your class or setting up computer-
mediated learning, the needs and realities of your own local context are the most
important things to bear in mind. There is no advice we can give that would be
equally valid in all contexts. We can and do make suggestions, but you are the
one who needs to select from them and adapt them as you implement them.
Secondly, the notion of learners and teachers as whole human beings. All of
our suggestions on classroom management and interaction, as well as materials
and task design and use, are underpinned by a picture of the learner as someone
who lives and learns in a social environment, and for whom the acquisition of a
second language is just one part of their personal development. Our last chapter,
on teachers’ professional development, is underpinned by a similar picture of the
teacher.
Thirdly, the importance of responsiveness to learners and of purpose driven
work. Our suggestions are based around a picture of teachers and learners in
partnership: each party makes a contribution to the success of the learning
experience, but teachers have to lead. This places a responsibility on us to find
out as much as we can about our learners’ needs and wants, and to bring these
into our courses. And all of this while still, in the final analysis, being
responsible for those courses.
Fourthly, we should emphasize the concepts of research in teaching and
communication among teachers. Research does not have to be formal or large
scale: everything that teachers do to find out about their learners’ language and
learning needs, to look in detail at the language their learners are aiming to learn,
and to reflect upon and develop their own practice as teachers, is valuable
research in our profession. And the more that we can all be in communication
about our teaching, either through informal sharing with colleagues, or through
more formal presentations and/or writing, the more the profession as a whole can
benefit from the work we all do.