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Theorizing Frameworks for English Language Teaching: A Brief Non-Chronological Practice Based Narrative

Mohd Asjad Husain

Aligarh Muslim University, Aligarh (India). ORCID: 0000-0002-1986-6133. Email: hmasjad.rs@amu.ac.in

 Volume 9, Number 2, 2017 I Full Text PDF

DOI: 10.21659/rupkatha.v9n2.34

Received May 12, 2017; Revised July 07, 2017; Accepted July 15, 2017; Published August 06, 2017.

Abstract

The English Language Teaching (ELT) world is abuzz the discussion on how and why the profession of ELT came into existence. However, its developments in the light of pedagogical practices in different times are seldom discussed. Thus, this paper intends to present a non-chronological practice based brief history of ELT which is important to understand how ELT has taken inspirations from different philosophical trends to evolve itself. It traces the effects of theoretical progress of ELT to help professionals formulate informed classroom practices.  It talks about the native centered colonial upbringing of ELT, standardization of ELT through Western means and native favoring pedagogical reforms. The paper divides history of ELT into four periods: (i) the period of whims and traditions, (ii) the period of reforms, (iii) the period of pedagogical awareness and (iv) the period of pedagogical awakening. Also, it conceptualizes frameworks of ELT and presents individual accounts on the history of ELT practices in different periods.

Key words: ELT, history of ELT, ELT frameworks, theories, approaches, practices.

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