NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ845141
Record Type: Journal
Publication Date: 2009-Jul
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0951-0893
Process-Oriented Pedagogy: Facilitation, Empowerment, or Control?
Littlewood, William
ELT Journal, v63 n3 p246-254 Jul 2009
A feature of language teaching in recent decades has been the development of process-oriented approaches. This orientation towards processes encourages us to facilitate learner choice and individual development. However, it is challenged by the current educational climate, which prioritizes accountability and assessment. In this situation, a new perspective on process orientation has emerged. This perspective focuses not on the processes which occur as part of learning but on the processes which are the intended outcomes of this learning. Discrete features of the communication and learning processes become pre-specified "learning outcomes", which are to be observed and assessed. Outcomes-based education is promoted as a means of empowering learners with the knowledge and skills required for living. However, it is also a powerful instrument for effecting compliance with centralized conceptions of education and can minimize the voices of learners and teachers in the process of education.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A