Two Perspectives on 'Crazy English'
Pedagogical Principles and Motivational Forces
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Crazy English (CE) is a radical and popular English training program in China. It has been controversial since advent. The Founder claims that CE is a revolution in learning English. Academics, however, have been critical of CE s unorthodox teaching practices, extravagant claims of learning outcomes and unabashed pursuit of commercial success. Yet a decade on, it is clearly more than a passing phenomenon. Indeed, CE seems to have formed a subculture in China. But the existing knowledge about CE is inadequate. To seek for this knowledge, the book examines CE's espoused concepts and values of fo...
Crazy English (CE) is a radical and popular
English training program in China. It has been
controversial since advent. The Founder claims that
CE is a revolution in learning English. Academics,
however, have been critical of CE s unorthodox
teaching practices, extravagant claims of learning
outcomes and unabashed pursuit of commercial
success. Yet a decade on, it is clearly more
than a passing phenomenon. Indeed, CE seems to
have formed a subculture in China. But the
existing knowledge about CE is inadequate. To seek
for this knowledge, the book examines CE's espoused
concepts and values of foreign language learning,its
pedagogical practices and motivational influences.
Results show that CE classroom activities are
underpinned by a blend of theoretical approaches and
practices. As well, CE is sophisticated and
conscious of applying motivating strategies at
different stages in learning. The book is
significant in that it contributes to a better
knowledge and an adequate understanding of the CE
phenomenon, and making CE practices known to other
practitioners will enable them to find
something of value in their approach and methods.
English training program in China. It has been
controversial since advent. The Founder claims that
CE is a revolution in learning English. Academics,
however, have been critical of CE s unorthodox
teaching practices, extravagant claims of learning
outcomes and unabashed pursuit of commercial
success. Yet a decade on, it is clearly more
than a passing phenomenon. Indeed, CE seems to
have formed a subculture in China. But the
existing knowledge about CE is inadequate. To seek
for this knowledge, the book examines CE's espoused
concepts and values of foreign language learning,its
pedagogical practices and motivational influences.
Results show that CE classroom activities are
underpinned by a blend of theoretical approaches and
practices. As well, CE is sophisticated and
conscious of applying motivating strategies at
different stages in learning. The book is
significant in that it contributes to a better
knowledge and an adequate understanding of the CE
phenomenon, and making CE practices known to other
practitioners will enable them to find
something of value in their approach and methods.
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