In this chapter, I argue that we need to hold the major precepts of CLT up to the lens of teacing as the "relentlessly local" (Levinson & Holland, 1996). My argument is that for deep understanding of what is effective in teaching and learning we need to study closely the dynamics of life in schools and classrooms, to understand the processes of teaching and learning within them and the intricate relationships upon which these processes are forged. To support my case I present data from recent research in Australian adult English language classrooms, which illustrate the complexity of the local and suggest what can be learned about practical language teaching from studying classrooms as localised environments.
|Title of host publication||Questioning linguistics|
|Editors||Ahmar Mahboob, Naomi Knight|
|Place of Publication||UK|
|Publisher||Cambridge Scholars Publishing|
|Publication status||Published - 2008|