From Context to Curriculum: A Case Study of Communicative Language Teaching in China
AbstractThis article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.
How to Cite
Sun, G., & Cheng, L. (2002). From Context to Curriculum: A Case Study of Communicative Language Teaching in China. TESL Canada Journal, 19(2), 67–86. https://doi.org/10.18806/tesl.v19i2.930