Tag: CAP

Context analysis practice: the hidden paradigm in contemporary ELT | IATEFL 2017 session summary

Jason Alexander.jpg

It’s a real pity Jason Alexander’s session at IATEFL 2017 wasn’t recorded. I’m grateful to Silvana Richardson whose tweets gave me a bit of a window into what he presented. His Context Analysis Practice (CAP) model truly validates what teacher trainers, particularly on the CELTA, have been using as a basic framework for lesson planning. During my CELTA tutor-in-training program, one of the trainees, asked me what she should write under approach on her top sheet. I was genuinely puzzled because the lesson shape wasn’t really PPP, nor was it text-based and I now have a label for it.

It also makes sense to explicitly call attention to context especially within the CELTA given the primacy of establishing a meaningful communicative context within the assessment criteria.

I’m not sure what Anderson’s take on the dominance of extensive text contexts was but I reckon the texts are far too long. It really throws new teachers off track.  Texts are but one way to explore language in context and when used, they really ought to be quite short.

And I agree that consciously or unconsciously, we have been endorsing this model on teacher training courses

Anderson seemed to have suggested an optional additional stage ‘evaluation’ but apparently went on to state that four stage models tend not to catch on.

It’s worth exploring whether CAP is truly effective. Do we recommend it to trainees because it makes sense from a language teaching and learning perspective or because it’s relatively easier to plan and teach?

Interesting to note the variations with the CAP model: Context Practice Analysis (CPA), Context Analysis Task (CAT), Checking, Analysis Practice (ChAP). It seems like Anderson has identified how we’ve been deluding ourselves into thinking that we are teaching lessons using TBL or test-teach-test, when really it’s much closer to what he’s described here.

I once worked with a new teacher who suggested that all the fancy names for lesson shapes I was teaching her were redundant because in practice they seemed to reflect a similar type of lesson. I started to defend the theory when I suddenly realised that she sort of right.

I wonder to what extent CAP will fly on pre-service courses. Given that it essentially describes the current situation, there ought not to be too much resistance to incorporating it but the wheels of teacher training tend to turn slowly.

Although Anderson’s presentation isn’t available, he’s got a handout on his site from an earlier session which summarises the same content.