The end of CLT: a context approach to language teaching

This article argues that the dominance of CLT has led to the neglect of one crucial aspect of language pedagogy, namely the context in which that pedagogy takes place. It argues that it is time to replace CLT as the central paradigm in language teaching with a Context Approach which places context at the heart of the profession. The article argues that such a shift is already taking place, and that eventually it will radically change our practice. It concludes by outlining the features of the Context Approach and discussing its implications.