- PROFESSIONAL DEVELOPMENT

Thinking CAP
Jason Anderson describes the importance of context in a best practice teaching model.

lmost all teachers are aware of

.
the most widespread artefact that both 4. minimal/no clear context (under
A the importance of context when
introducing new language. Whether
influences and reflects what we do in
the classroom - ELT coursebooks. I
30 words, with little ind ication
of where, when or why the new
it comes from a text, images, video or intentionally chose the most popular language is being used)
a classroom situation, context helps 'global' coursebooks, on the basis that
Very early 'communicative'
learners to understand meaning, it these are most likely to cap_ture the
coursebooks, such as Strategies
provides an opportunity for noticing spirit of an era, and then counted and
(1975), tended to include 'comic strip'
form , and perhaps most importantly, categorised ways in which language
contexts, often with characters and
it shows how the new language focus sections of the coursebooks
storylines that developed through the
can be used. It is a fundamental provided context. I was surprised to
book. The new language was usually
ingredient of communicative (or find that only four basic types emerged
presented in conversations, and
'post-communicative', if you prefer) from the data:
focused more on its functional use
classrooms around the world.
·-1. image-supported context (e.g. (e.g. 'present interest in past
matching sentences to pictures, events') rather than its grammatical
Changing contexts in the
reading a comic strip, etc.) categorisation (i.e. present perfect) .
communicative era This use of image-supported context
2. text-integrate'<l context (e.g.
But how has the way that we was common in the late 1970s and
reordering paragraphs, slotting
contextualise new language changed influenced the first truly global
sentences into a text, completing
over the decades? coursebook of the 1980s, Headway,
gaps in a text, etc.)
and those that followed it (see
This was a question I posed myself 3. extensive text context (e.g. a longer Figure 1), although the trend to
when I began a recent research project reading or listening text that precedes describe language functionally waned
in this area. I chose to look at perhaps the new language introduction) fairly quickly.

100%

90%

80%

70%

60%

50%

I
40%

30%

20%

10%

0% I

Image-supported • Text-integrated Extensive text • No context

Figure 1: Changes in context type in popular global ELT coursebooks 1986-2013

(intermediate level, 1st edition, based on three randomly sampled units from each book)

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 PROFESSIONAL DEVELOPMENT

Then, in the late 1990s, there was a teacher education courses such as the important part of new language in global
fairly sudden change to the use of Trinity CertTESOL and the Cambridge coursebooks since Headway, Strategies,
extensive texts to provide context (see CELTA: 'new language from a text', and and even before. Analysis of L.G.
Figure 1), a change that passed largely typically involves several stages: Alexander's very popular coursebooks
unnoticed. While Headway had typically from the 1960s (e.g. Practice and
introduced new language at the start 1. Learners discuss the topic of the Progress; Developing Skills, both from
of the unit, and used texts afterwards text to build background schemata, 1967) shows that these too, in almost
to provide receptive skills practice of and possibly learn any important every unit, provide an 'extensive text'
the new language, coursebooks such vocabulary relating to the topic/text. context, after which a 'Key Structures'
as Cutting Edge (1998) and English File section focuses in on potential new
2. Learners read or listen to the text,
(1999), began to provide receptive skills language features in the text. Not only
usually twice for global and detailed
practice before the language analysis, is 'New language from a text' pre-
comprehension.
using texts that included examples of communicative, but context has been
the new language. This may be due to 3. Learners notice the new language in part of the language classroom for over
the influence of Schmidt's (1990: 129) the text. 50 years.
'noticing hypothesis', which posited
4. Learners analyse the new language,
that 'noticing is the necessary and
sufficient condition for converting
typically for meaning, form and CAP (Context, analysis,
input to intake' or the influence of
pronunciation. practice)
Krashen's (e.g. 1982) Input hypothesis 5. Learners practise the new language, Hopefully the above discussion
that emphasised the importance of typically in controlled (first) and demonstrates clearly that context is
'exposure' to the target language before then freer practice activities. a central part of how we typically
production. But wherever the influence introduce new language in
6. Learners receive feedback,
came from, it persisted, and we can see contemporary ELT. Yet where exactly
especially correction, on their
that coursebooks since the turn of the is it in the three-stage models that we
performance during the freer
century have mainly used extensive text often use to help us structure new
practice stage.
contexts to introduce new language. language lessons? Models such as PPP
While my research focused on the most (Presentation, Practice, Production)
A more fundamental
popular mainstream global coursebooks and ESA (Engage, Study, Activate) fail
used in adult classrooms, I also looked
finding of the research to mention Context, either in the names
at more localised coursebooks used in Aside from the noticeable change of the stages or their more detailed
secondary classrooms in Europe, Asia described above, Figure 1 reveals description in the methodology books
and South America, and saw similar something perhaps even more important where they originate (Byrne, 1976;
things happening. than the type of context provided, Harmer, 1998). It is for this reason
and this is simply the prevalence of that I have recently begun to use the
context in all the coursebooks sampled. following simple model, in my writings
New language from a text
Contrary to early criticisms of Headway for teacher education (e.g. Anderson,
The lesson type that this change to from the 1990s, it did provide context, 201 7a; 201 7b) and also on pre-service
'text-first' teaching espoused has even albeit an ostensibly visual one. With just courses. It's a model that emphasises
developed its own name on pre-service a few exceptions, context has been an the importance of context to help us to
plan effectively for its integration in new
The context for the new language is established. This may involve the use language lessons. It consists of three
of a text (e.g. listening, reading, video), a situation (in the classroom, on stages: Context, Analysis, Practice, with
Context the board using pictures, etc.), or the learners (e.g. through a an optional fourth stage, Evaluation, as
conversation). shown in Figure 2.
learners notice the new language in the context and they analyse its
Analysis features (e.g. meaning, form, pronunciation, use, text structure) . This may CAP is intended as a descriptive,
involve teacher-led elicitation, guided discovery, text reconstruction, etc. integrated skills model, with receptive
Learners practise using the new language. This may include controlled (e.g. skills (reading and listening) early on
Practice a drill or a gap-fill) and free practice (e.g. a role play, letter or discussion) of in the lesson, and productive skills
the new language, using e ither speaking or writing activities. (speaking and writing) towards the end.
In my description of the stages, I have
.
;--------------------- --- ~-------- - -T- rhi~- ~~v ·i· ~- :;~-1~~ -t~~;;h·~-~ -i~~cib~-~k -t~- i~~~~~~~ -~~ -th~i~- µ~;.t~-~~~~~~- i~- ~ ------ been careful not to prescribe whether
i I . l speaking activity, or feedback on a text they have produced, including images, texts or situations should be
!: Eva uat1on :! praise,
. suggestions
. an d correction.
- .ve 1y, 1earners can se If-eva 1uate
Al ternat1 used to build context, careful not to
prescribe whether analysis should be
!____________________________________ _!_ _~~-~~~~---~-~-~~~~~~-~~~-~-~~~-~~-~~-~~-~~~~~···----·----------------·-------------------------------·- inductive (e.g. discovery learning) or
Figure 2: The CAP/CAPE model deductive (e.g. teacher explanation)

J 14 www.modernenglishteacher.com • Volume 26 • Issue 3

 PROFESSIONAL DEVELOPMENT

"Whether it Figure 3 shows three example lesson

skeletons described using the CAP
So I am not prescribing this model,
merely offering it as a reflection of ·
comes from a model. Notice how it can describe a
wide variety of lesson types, including
current practice for experimentation
and critical appraisal. I would be very
text, images, lessons involving reading, listening, interested in feedback from teachers
'watching', writing and speaking skills, in different contexts on whether the
or a classroom and lessons where the focus of the model is easy to understand, practical
analysis is grammar, functional language (given variations in lesson length and
situation, context or even text genre. While I haven't timetabling around the world), and
mentioned controlled,practice in these reflective of the coursebooks, materials
helps learners brief skeletons, this may also happen at and approaches that you use in your
the start of the practice stage. classroom. Wherever you're working, I'd
to understand love to hear what you think.

mean1n . g ... " 'Context' and 'contexts'

References
While I have hopefully shown in this Anderson J (2017a) Trinity CertTESOL
and careful not to prescribe how many article, firstly that context is a key part Companion. Peaslake,Surrey: Delta Publishing.
practice activities to use, or what type of the dominant paradigm for language
Anderson J (20 l 7b) Context, Analysis,
of activity. The model merely reflects teaching today, and secondly that the Practice.IATEFL Voices 256: 4-5.
the fact that these three stages typically CAP model reflects how it is realised in
Byrne D (1976) Teaching Oral English.Harlow:
happen in new language lessons. many new language lessons, I'm very
Longman.
much aware that the contexts in which
The stages of CAP are presented in the we as teachers work differ so much Council of Europe (1971) Linguistic content,
means of evaluation and their interaction
order they typically happen - something around the world. For example, I know
in the teaching and learning of modern
that trainees will benefit from noticing many effective teachers who work in languages in adult education. Symposium at
if they are to become part of our 'monolingual' classes, and share their Riischlikon, May 1971. Council of Europe Paper
community of practice. However, as learners' first langtiage. They often rely CCC/EES (1971) 135.Strasbourg:Council of
teachers develop greater confidence less on context when introducing new Europe.
with the model, it is possible to show language, and more on translation, Harmer J (1998) How to Teach English.
how the stages can sometimes be translanguaging and Ll explanation Harlow: Longman.
rearranged, for example reversing the to clarify it. I have done so myself Krashen SD (1982) Principles and Practice
Analysis and Practice stages to reflect whenever I have shared a language with in Second Language Acquisition. Oxford:
more 'emergent' ways of dealing with my learners. Sometimes PPP gets the job Pergamon.
language, as may happen in Task-based done faster, and leaves more time for Schmidt R (1990) The role of consciousness
language teaching and Dogme ELT. Production. in second language learning.Applied
Linguistics 11 (2) 129- 58.

1. Intermediate (Bl) 2. Upper intermediate (82) 3. Advanced (Cl)

CAP Stage Making arrangements Telling an anecdote Negotiating a business
by email contract

Learners read and Learners listen to a Learners watch video of

evaluate two different recording of people telling business negotiation
Context emails; one good, the anecdotes from childhood, from reality TV show;
other not good. matching speakers to answer comprehension
topics. questions. Jason Anderson is a language teacher,
teacher educator, consultant and prize-
Learners study the Learners analyse tenses Learners watch the winning author of books for language
structure of the better used (e.g. past simple, past negotiation again. teachers, including Teaching English in
email, and notice useful continuous, etc.) from the Make notes on Africa, Speaking Games and his most
expressions and tapescript and why.
recent publication, the Trinity CertTESOL
techniques and
Companion. He has taught English,
phrases. language used.
written materials for, and supported
teachers in numerous countries in
Learners write emails to Learners make notes and Negotiation role-play Europe, Africa and Asia, working for
each other to plan a then tell anecdotes to each on similar topic. UNICEF, British Council, ministries of
weekend holiday. other in groups. education and private language teaching
institutions.
Figure 3: Three examples of CAP lessons (from: Anderson, 2017a, Trinity Email: jasonanderson1@gmail.com
CertTESOL Companion, used with permission)

• Volume 26 • Issue 3 www.modernenglishteacher.com 15