Argues that the dominance of communicative language teaching (CLT) has led to the neglect of one crucial aspect of language pedagogy, namely the context in which that pedagogy takes place. Suggests that it is time to replace CLT as the central paradigm in language teaching with a context approach. Concludes by outlining features of the context…

Responds to comments made by Jeremy Harmer about an earlier article written by the author that argued the dominance of communicative language teaching (CLT) has led to the neglect of one crucial aspect of language pedagogy, namely the context in which that pedagogy takes place. (Author/VWL)

Notes that in teacher education a movement exists to ensure that teaching methods are relevant to trainees' teaching contexts. Examines the effects that this context-sensitive approach will have on the teacher-educator's role and on attempts to ensure that teacher education programs encourage longer-term productive change. (28 references)…

This article describes a teacher development activity in two different teacher training contexts. It is argued that the two different aspects of the activity exemplify important principles in the emerging model of trainee-centred teacher development. (15 references) (JL)