ABSTRACT
The relationship of language to context has been problematic for language curriculum designers and teachers since at least the nineteen sixties. Traditional languages teaching separated the study of grammar and words from texts and taught rules and structures independent of cultural context and social purpose of texts. Sociolinguists and language educators have critiqued decontextualised linguistic analysis. The place of context in teaching languages is examined in this chapter from a functional linguistic perspective. A semiotic perspective presents a principled and systematic approach to research and teaching language in context with applications to policy and language planning, curriculum design and assessment. This has the potential for transforming classroom practices and renewing curriculum and assessment.
