The Communicative Approach has been the
dominant paradigm in language teaching for over a quarter of
a century. Despite the positive transformation it has
brought to the way in which foreign languages are taught and
learned, it has, the author argues, often been uncritically
embraced wholesale and incorporated indiscriminately into
contexts of application that are not always conducive to its
principles and practices, and without due consideration of
the need to adapt these so as to make them...