Principled Pragmatism, or Well-Grounded Eclecticism: A New Paradigm in Teaching English as a Foreign Language at Ukrainian Tertiary Schools?

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dc.contributor.authorTarnopolsky, Oleg
dc.date.accessioned2022-05-31T12:57:24Z
dc.date.available2022-05-31T12:57:24Z
dc.date.issued2018
dc.description.abstractenThe article discusses the ways of introducing Kumaravadivelu’s (2003) principled pragmatism (or well-grounded eclecticism in the terminology of the author of the article) approach into teaching English as a foreign language for professional purposes at tertiary schools in Ukraine. Such pragmatism/eclecticism in the conditions under consideration creates opportunities for adopting different methods of teaching and learning taken from different, often contradictory, methodological approaches, as well as opportunities for uniting those methods into an organic unity, a new single approach contributing to the overall improvement of the teaching/learning process. Interpreting the difference between approaches and methods in accordance with the ideas of Richards and Rogers (1986) and treating methods as practical procedures through which an approach is implemented, the author demonstrates that a novel principled pragmatism/well-grounded eclecticism approach in teaching English at Ukrainian tertiary schools may be developed as the combination of five methods including content-based instruction, interculturalism in language studies, constructivism in language learning achieved through experiential-interactive learning procedures, blended language learning as a balanced organic unity of students’ off-line and online learning experiences and balanced use of communicative learning activities and non-communicative language exercises. The research shows that the listed five methods in their unity not only form a new single approach but also fully meet the ten Kumaravadivelu’s principles making that approach a clear-cut case of principled pragmatism. The concluding part of the article manifests the suggested approach as representing a possible new paradigm in teaching English for professional purposes.uk
dc.format.pagerangePp. 5-11uk
dc.identifier.citationTarnopolsky, O. Principled Pragmatism, or Well-Grounded Eclecticism: A New Paradigm in Teaching English as a Foreign Language at Ukrainian Tertiary Schools? / Oleg Tarnopolsky // Advanced education. – 2018. – Iss. 10. – Pp. 5-11uk
dc.identifier.doihttps://doi.org/10.20535/2410-8286.133270
dc.identifier.urihttps://ela.kpi.ua/handle/123456789/47633
dc.language.isoenuk
dc.publisherIgor Sikorsky Kyiv Polytechnic Instituteuk
dc.publisher.placeKyivuk
dc.sourceAdvanced education : збірник наукових праць, Вип. 10uk
dc.subjecttertiary schoolsuk
dc.subjectprincipled pragmatismuk
dc.subjectwell-grounded eclecticismuk
dc.subjectteaching/learning English as a foreign languageuk
dc.subjectcontent-based instructionuk
dc.subjectinterculturalism in language studiesuk
dc.subjectconstructivismuk
dc.subjectexperiential-interactive learning proceduresuk
dc.subjectblended language learninguk
dc.subjectcommunicative activityuk
dc.titlePrincipled Pragmatism, or Well-Grounded Eclecticism: A New Paradigm in Teaching English as a Foreign Language at Ukrainian Tertiary Schools?uk
dc.typeArticleuk

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Advanced education: збірник наукових праць, Вип. 10