Weekly updates in Group Developing Transnational Literacies
However, if we survey the history of language education, we can discern the origins of every strand of thinking, every methodological trend, every curriculum change, not within the hermetic circle of ELT, but as more or less direct reflections of prevailing philosophical orthodoxies or challenges to those orthodoxies (‘… if one wants to understand an intellectual position, one often has to find out against what it has been established (p. 93)).
Until the early 1990s, we NNS English teachers were a silent majority, who got on with our teaching and kept mum about the rest. We used to hold NS in high esteem; we looked upon them in awe and tried to parrot their pronunciation to the best of our ability. We knew all too well that the goal of attaining native-level competence was but a mirage, and indeed only the most dedicated of our ilk could achieve anything like near-native proficiency in English.