Values, Philosophies, and Beliefs in TESOL: Making a Statement

Abstract

ELT practitioners, whose training tends on the whole towards functional preparation for classroom practice, generally have little senseofwhat currents of thought and belief underlie that practice. We are the beneficiaries, or at least the recipients, of ideas about the nature of teaching, learning, and language, but often have little awareness of their provenance. In the United Kingdom, even those language teachers who start their careers in mainstream education are no longer required to attend to the philosophy of education to the extent that they were a few decades ago, and perspectives on the history of ideas have little explicit impact on most writing about approaches and methods in ELT. Apart from four articles in Modern English Teacher, three by Lowe

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