Learning to live with complexity: towards an ecological perspective on language teaching

Tudor, Ian

doi:10.1016/s0346-251x(02)00070-2

Cited by 94 publications

(52 citation statements)

References 20 publications

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“…1-2) which have the power to redirect the agents" attitudes and practices. Stelma and Fay (2014) intentionality paradigm related to directing the deliberate activity of individuals towards certain directions in response to the expectations of the context offers a confirmation to Tudor (2003) and an explanation to the change of practice of our interviewees, let alone their conviction of making the right choice by conforming to what the context expects regardless of their recognized beliefs.…”

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confidence: 72%

“…The conception of contextual negotiation encompasses the ideologies from student, teacher, methodological, and socio-cultural rationalities. Seeing language teaching as some form of contextual negotiation, Tudor (2003) affirms that context is a multifaceted phenomenon which necessitates the negotiation of its two main constituents: pragmatic and mental: "The pragmatic context of teaching relates to the objectively observable features of the language teaching situation. The mental context of teaching arises out of the attitudes, beliefs, behavioral expectations, goals and aspirations which participants bring with them to the classroom" (pp.…”

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confidence: 99%

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EFL Teachers Response to the Ecological Expectations of the Teaching Context at a Saudi University

Youssef

Shukri

2018

International Journal of Education and Practice

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Article HistoryThis paper presents the analysis of a case study on EFL experienced teachers in the English Language Institute of King Abdul Aziz University in Jeddah, Saudi Arabia. The aim of the study is to investigate if the expectations of the environment affects the intentional activity and the agency of the teachers in their classrooms. The focal area of the study is to identify ways intentional classroom activity of the teachers have changed according to the expectations of the different agents within the mentioned EFL ecological context despite the contradiction of this change with the teachers" cognition coming from their earlier education and practical experience. As for the research method, it is a case study where two semi-structured interviews were conducted with two experienced teachers. The results of these interviews demonstrate a positive correlation between the contextual expectations of the educational institution environment with all its constituents and the agency/the intentional activity of the teachers even if this intentional activity contradicts with the teachers" former knowledge and practice. Further studies using varied research tools is required to investigate into how teachers" practice is influenced by the expectations of the educational ecological setting. Contribution/Originality:This study is one of very few studies which have investigated the relationship between the contextual expectations of the educational institution environment in Saudi Arabia with all its constituents and the agency/the intentional activity of the teachers even if this intentional activity contradicts with the teachers" former cognition and practice.

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confidence: 72%

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confidence: 99%

EFL Teachers Response to the Ecological Expectations of the Teaching Context at a Saudi University

Youssef

Shukri

2018

International Journal of Education and Practice

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“…Consequently, both teachers and researcher have different ways in interpreting the value of different teaching practices. Tudor (2003), claims that the teacher's reality is thus an ecological one which is shaped by the attitudes and expectations of students, parents, school administrators, material writers and many others including, of course, each teacher as an individual in his or her own right. The factors contributing to the gap between teachers' beliefs and actual teaching practices may be rooted in teachers' inability to articulate their beliefs, or in student variables (e.g.…”

Section: Review Of Literaturementioning

confidence: 99%

The Relevance among Preservice English Teachers' Preparation Courses, Their Views about Teaching and Their Real Teaching Behaviors (A Case Study)

El-Sawy

2018

JLTR

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Abstract-This study aims at investigating the relevance among three factors: preservice English teachers' preparation courses, their views about teaching and their real teaching behaviors. This is a case study focusing on three preservice teachers of English in Egypt. Data was collected through three tools: an observation sheet, a semi-structured interview and a focus group. Results of the study revealed that there is a gap between what preservice English teachers learn in their preparation courses, their views about effective teaching and their real behaviors in class. The reasons which the participants gave for not applying what they have learned theoretically include: insufficient preservice training, students' low level, insufficient class time, students' resistance of changing the way they are used to learn, insufficiency of equipment in schools, students' preference of using the native language in learning, and in one case the teacher herself preferred the traditional grammar translation method. The study recommends early coordination between teacher preparation institutions and schools. The study recommends the incorporation of senior teachers in teacher preparation programs to try to breach the theory-practice gap. The study also recommends that teacher educators should analyze the given causes of the theory-practice gap and develop the English teachers' preparation courses in accordance.

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“…At the innermost level of ecological factors, are the socio-cultural variables in which the participants and contexts are inextricably linked. In this sense, an ecological perspective on language teaching "focuses attention on the subjective reality which various aspects of the teaching-learning process assume for participants, and on the dynamic interaction between methodology and context" (Tudor, 2003, p. 1).…”

Section: A Ecological Aspects Of Second Language Teaching (Slt) Dilemmamentioning

confidence: 99%

“…For example, Van Lier (1997) argues that by adopting an ecological perspective on observation of learning, we can focus on the complex processes of interactions and unravel them from the inside out, in all their complexity. However, given the ecological challenges of second language teaching, the influential studies of Tudor (1998Tudor ( , 2003 are perhaps among the exceptions.…”

Section: Complexity and Second Language Teaching (Slt)mentioning

confidence: 99%

Towards an Understanding of Ecological Challenges of Second Language Teaching: A Critical Review

Mahmoodzadeh¹

2012

JLTR

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Abstract-In an attempt to explore the ecological aspects of Second Language Teaching (SLT) Dilemma (Danesi, 2003), the present study aims at addressing the ecological challenges pervading in the realm of second/foreign language teaching over the last decades. To this end, the study seeks to trace the major theoretical reactions dealing with ecological challenges in the rich historiography of language teaching during the last two decades. In this regard, this article outlines a classified overview of the three perceptible trends to highlight the prevailing issues of contention and come up with some insights accordingly. The three scholastic trends are: (a) Post-Method approach; (b) 'In-Method' approach; and (c) Complexity approach. To elucidate the above trend-setting reactions, the researcher delves into their underpinning principles and assumptions to be able to juxtapose and compare them in a more meticulous fashion. The article also encompasses some concluding remarks which may shed light on the ecological panorama of second language pedagogy. Index Terms-ecological challenges of second language teaching (SLT), SLT dilemma, ELT methodology

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Learning to live with complexity: towards an ecological perspective on language teaching

Cited by 94 publications

References 20 publications

EFL Teachers Response to the Ecological Expectations of the Teaching Context at a Saudi University

EFL Teachers Response to the Ecological Expectations of the Teaching Context at a Saudi University

The Relevance among Preservice English Teachers' Preparation Courses, Their Views about Teaching and Their Real Teaching Behaviors (A Case Study)

Towards an Understanding of Ecological Challenges of Second Language Teaching: A Critical Review

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