Simplification in Pedagogy.
Christopher J. Brumfit · 1993
This paper examines the use of simplification in second language instruction. It argues that although simplification is a necessary process in coping with the conceptual and experiential chaos of the classroom, it is a potentially dangerous process that risks creating categories that become too insensitive to cope with changing audiences and changing conceptual needs. Simpli.:ication in the classroom involves selection, coherence, and adaptation to the particular audience by the instructor. Processes of making general statement, of fixing and formalizing, and ultimately of stressing particular features for particular effects are inherent in the simplification process, but should not degenerate into insensitive stereotyping and caricature. Teachers need to understand ihe nature of the simplifications they are making and beware of their pitfalls. (MDM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** SIMPLIFICATION IN PEDAGOGY PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY