Language teaching in the post-fordist era

This article focuses on the relationship between new methods of work organisation and their relevance to language teaching. The article argues that Fordist methods, typified by the assembly line, provide a useful analogy for the way that language teaching has been organised in the past. One of the main outcomes of the Fordist approach has been the progressive deskilling of the teacher. Fordist methods of working are gradually being replaced by what are termed post-Fordist methods with more emphasis on customer satisfaction and quality control. Post-Fordism provides a new analogy for the development of language teaching and can help focus attention on relevant changes that should direct methodological research over the next few years. For example, instead of becoming progressively deskilled, teachers in the post-Fordist era need to develop a range of new skills based on a better knowledge of the language learning process, coupled with an increased awareness of the issues of learner autonomy and learner strategies.