ABSTRACT
The four types of language-teaching programme reveal an evolution from an analytic focus on language at the post-elementary level in the first project to a more ethnographic and experiential focus on learner autonomy at a more elementary language level in the second. The
third project, which was for unemployed workers, demonstrates some movement back again to an analytic focus, but includes cross-cultural learning of vocational skills, and retains the experiential! ethnographic focus in relation to individual learners. Finally, the fourth set of programmes illustrates how earlier language-training projects were combined with our experiences from cross-cultural training to provide courses in inter-ethnic communication for bilingual speakers. These four projects reflect an evolution of thinking and practice in language teaching over the period, and an attempt to link this finnly with social objectives with regard to ethnic-minority workers. This chapter, therefore, represents facets of the continual critique of our initial languageteaching solutions to which we refer in Chapter 1.
