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INTERPRETING COMMUNICATIVE LANGUAGE TEACHING: CONTEXTS AND CONCERNS IN TEACHER EDUCATION. Sandra J. Savignon (Ed.). New Haven, CT: Yale University Press, 2002. Pp. x + 243. $35.00.

Published online by Cambridge University Press:  05 February 2004

Betsy Kerr
Betsy Kerr
Affiliation:
University of Minnesota
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Extract

Savignon's goal for this volume is to describe various “initiatives, projects, and activities” that seek to make language teaching communicative in the broad sense (p. ix). Interestingly, half of the pages that follow the introductory chapter are devoted to projects in Asia (Japan, Hong Kong, and Taiwan), and the three articles from the American context have either a primarily theoretical focus or a report on innovation through technology. The remaining contribution reports on a project in the Netherlands to increase autonomy on the part of second language learners. The overarching motif of the volume is that of innovation and its dependence on specific contextual conditions, with a recurring theme being the difficulty of effecting significant change in teacher behaviors.

Type
BOOK REVIEWS
Information
Studies in Second Language Acquisition , Volume 26 , Issue 1 , March 2004 , pp. 131 - 132
Copyright
2004 Cambridge University Press

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References

REFERENCES

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47.Google Scholar
Hymes, D. (1971). Competence and performance in linguistic theory. In R. Huxley & E. Ingram (Eds.), Language acquisition: Models and methods (pp. 3–24). San Diego, CA: Academic Press.
Markee, N. (1997). Managing curricular innovation. New York: Cambridge University Press.
Savignon, S. (1983). Communicative competence: Theory and classroom practice. Reading, MA: Addison-Wesley.
Savignon, S. (1997). Communicative competence: Theory and classroom practice (2nd ed.). New York: McGraw-Hill.