ELT Concepts #11-15 – Teachers’ Perspectives
There are literally hundreds of ELT concepts in the professional literature. Some are more theoretical (e.g., the concept of how input can become intake) while others are more practice-oriented (e.g., communicative competence and how this can be used as a basis for developing a language curriculum).
Although ELT practitioners have found these concepts useful, their interpretations of these concepts vary quite a bit, due partly to their diverse teaching contexts and unique teaching experiences.
Rather than simply conforming to the standard interpretations of these concepts (as defined by ELT experts), we should also value the rich (and perhaps more authentic) interpretations of these concepts by practitioners.
A deeper understanding of how teachers re-conceptualize these concepts in their unique teaching contexts would further deepen and extend our understanding of what teachers think, believe and do in their classrooms.
The 15 ELT concepts provide excellent examples of how teachers make sense of these ideas and what they mean to them in their respective teaching environments.
The third set of ELT concepts (#11-15) can be viewed below: