Contextual factors, methodological principles and teacher cognition
Contextual factors, methodological principles and teacher cognition

Summary/Abstract: Teachers in various contexts worldwide are sometimes unfairly criticized for not putting teaching methods developed for the well-resourced classroom of Western countries into practice. Factors such as the teachers' misconceptualizations of imported methods, including Communicative Language Teaching, are often blamed, though the challenges imposed by contextual demands, such as large class size, are sometimes recognized. Meanwhile, there is sometimes an assumption that in the West there is a happy congruence between policy supportive of CLT or Task-Based Language Teaching, teacher education and supervision, and curriculum design with teachers' cognitions and their practices. The study of three EFL teachers at a UK adult education college is motivated by a wish to question this assumption.

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