Read the fragment below:

I. “In contexts with few resources, financial constraints, and a lack of infrastructure, the delivery of language programs and material promoted as “solutions” by major international publishing companies can be problematic.

II. In addition, methodologies are filtered down through aid programs, nongovernmental organizations, and other state and nonstate sponsored agencies, advocating pedagogies and methods that are largely theorized and developed in the West and then exported without considering whether these pedagogies are appropriate or effective in other contexts.

III. The development of language programs based on learning and teaching methodologies imported from developed countries is, therefore, an adequate solution with which to equip teachers who face a variety of unique context-specific issues in their classrooms;

VI. The communicative approach, which has been marketed extensively throughout the world, is an example. The use of the communicative approach has been questioned for some time because it has “a sort of naive ethnocentricism prompted by the thought that what is good for Europe or the USA had to be good for KwaZulu” (Chick, 1996, p. 22).”

(A Principles-Based Approach for English Language Teaching Policies and Practices, A TESOL white paper)

In the context of Learning and Teaching Resources and Methodology, we can reflect that: