Question 18 must be answered based on the following excerpt.

Read the excerpt below from Pennycook’s The Cultural Politics of English as an International Language and answer the following question.

More important for understanding the global spread of English are close and detailed understandings of the ways in which English is embedded in local economies of desire. We need to evaluate the global spread of English, and the role of English language teachers as its agents, critically and carefully in order to appreciate the ways in which demand for English is part of a larger picture of images of change, modernization, access and longing. It is tied to the languages, cultures, styles and aesthetics of popular culture with its particular attractions for youth, rebellion and conformity; it is enmeshed within local economies, and all the inclusions, exclusions and inequalities this may entail; it is bound up with changing modes of communication, from shifting internet uses to its role in text-messaging; it is increasingly entrenched in educational systems, bringing to the fore many concerns about knowledge, pedagogy, culture and curriculum. [...] To understand the power and politics of ELT, then, we need detailed understandings of the role English plays in relation to local languages, politics and economies. [...] We are never just teaching something called English but rather we are involved in economic and social change, cultural renewal, people’s dreams and desires.

Adapted from: PENNYCOOK, Alastair. The cultural politics of English as an international language. London: Longman, 1994.

Questions 15 and 16 must be answered based on the following text.

The term methods, as currently used in the literature on second and foreign language (L2) teaching, does not refer to what teachers actually do in the classroom; rather, it refers to established methods conceptualized and constructed by experts in the field. The exact number of methods that are commonly used is unclear. A book published in the mid sixties, for instance, provides a list of fifteen “most common” types of methods “still in use in one form or another in various parts of the world” (Mackey, 1965, p. 151). Two books published in the mid eighties (Larsen-Freeman, 1986; and Richards and Rodgers, 1986)—which have longoccupied the top two ranks among the books prescribed for methods classes in the United States—provide, between them, a list of eleven methods that are currently used. They are (in alphabetical order): Audiolingual Method, Communicative Methods, Community Language Learning, Direct Method, Grammar-Translation Method, Natural Approach, Oral Approach, Silent Way, Situational Language Teaching, Suggestopedia, and Total Physical Response.

It would be wrong to assume that these eleven methods provide eleven different paths to language teaching. In fact, there is considerable overlap in their theoretical as well as practical approaches to L2 learning and teaching. Sometimes, as Wilga Rivers (1991, p. 283) rightly points out, what appears to be a radically new method is more often than not a variant of existing methods presented with “the fresh paint of a new terminology that camouflages their fundamental similarity.” It is therefore useful, for the purpose of analysis and understanding, to cluster these methods in terms of certain identifiable common features. One way of doing that is to classify them as (a) language-centered methods, (b) learner-centered methods, and (c) learning-centered methods.

Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching.

Haven and London: Yale University Press, 2003.

Questions 15 and 16 must be answered based on the following text.

The term methods, as currently used in the literature on second and foreign language (L2) teaching, does not refer to what teachers actually do in the classroom; rather, it refers to established methods conceptualized and constructed by experts in the field. The exact number of methods that are commonly used is unclear. A book published in the mid sixties, for instance, provides a list of fifteen “most common” types of methods “still in use in one form or another in various parts of the world” (Mackey, 1965, p. 151). Two books published in the mid eighties (Larsen-Freeman, 1986; and Richards and Rodgers, 1986)—which have longoccupied the top two ranks among the books prescribed for methods classes in the United States—provide, between them, a list of eleven methods that are currently used. They are (in alphabetical order): Audiolingual Method, Communicative Methods, Community Language Learning, Direct Method, Grammar-Translation Method, Natural Approach, Oral Approach, Silent Way, Situational Language Teaching, Suggestopedia, and Total Physical Response.

It would be wrong to assume that these eleven methods provide eleven different paths to language teaching. In fact, there is considerable overlap in their theoretical as well as practical approaches to L2 learning and teaching. Sometimes, as Wilga Rivers (1991, p. 283) rightly points out, what appears to be a radically new method is more often than not a variant of existing methods presented with “the fresh paint of a new terminology that camouflages their fundamental similarity.” It is therefore useful, for the purpose of analysis and understanding, to cluster these methods in terms of certain identifiable common features. One way of doing that is to classify them as (a) language-centered methods, (b) learner-centered methods, and (c) learning-centered methods.

Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching.

Haven and London: Yale University Press, 2003.