AN ETHNOGRAPHIC CASE STUDY: CHALLENGING DE-CONTEXTUALIZATION IN LANGUAGE CLASSROOMS
Afia Kanwal

Abstract
Designing de-contextualized tasks in language classroom often leads to detached learning. This paper attempted to challenge the concept of de-contextualization with its negative effects. Through observations, questionnaires and interviews data was collected and interpreted by both the grounded theory and critical discourse analysis for a population of 89 business administration students of which seven were randomly  for detailed analysis. The results showed that by allowing language to occur in a broader context that includes social, cultural, physical and psychological aspects can be of relevance to the learners. Thus by situating tasks teachers can use them as means of relating language to real life and extend its use for their professional lives.

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