Bruce raises an interesting issue which all teachers have to confront from 
time to time.   That is the implementation of an innovation which they are 
not necessarily equipped to handle and which they find implicitly entails 
their rejecting their own teaching prinicples.  This happened in ESL in 
Quebec and Bangalore, India in the 80s where teachers were forbidden to 
teach grammar when an extreme form of communicative language teaching was 
introduced which, by the way, ultimately failed.

I wonder whether any members have had experience of this in teaching English 
as a first language.

Interestingly, in the cases mentioned in the first pargraph, as teachers 
increasingly lost faith in the innovation, they returned surreptitiously to 
their own teaching principles.

Ron Sheen 

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