The present article arises from a three-year cross sectional investigation into English Language Teaching (ELT) in secondary schools in Iran and the role of Communicative Pedagogy within this. The study has examined the extent of communicative pedagogy within the Iranian national ELT curriculum, the ELT programme and to some extent the English language coursebooks used in secondary schools. Wha...

The English language has taken an active role in the post-method era, and now nature of teaching as a foreign or second been altered to incorporate variety critical constituents within its scope. To exemplify, concepts international language, world Englishes, pedagogy have started play crucial part English. In this connection, considering enhanced roles these L2 teaching, conceptual domains are...

In teaching a foreign language (FL), some cultural specificities (defined under the rubric of ‘little-c culture’) may totally conflict with the cultural norms of the learners’ first language (L1). To prevent such imminent problems, this paper recommended that the FL syllabus be designed in a way so as to equip learners with an intimate knowledge of the target language culture, and that la...

Educators interested in identity, language learning, and critical pedagogies are interested in language as a social practice. In other words, they are interested in the way language constructs and is constructed by a wide variety of social relationships. These relationships might be as varied as those between writer and reader; teacher and student; test maker and test taker; school and state. W...

various studies on the national policy on education (npe) have concentrated on the cognitive value of pedagogy and learning of the language aspect but few have viewed its importance on the togetherness of the nation - nigeria. this paper deals with how the language policy can influence and ensure the co-existence of nigeria in achieving self-actualisation, national unity, social, cultural, econ...