"Unmarried men are best friends, best masters, best servants; but not always best subjects."-Justify. Or, How do you justify that an unmarried...Continue
What is Meant by “Tissue Rejection in Language Teaching Methodology?”
What is meant by “tissue rejection in language teaching methodology?”
Adrian Holliday introduced the concept of tissue rejection in language teaching methodology in 1992. It is a metaphor for the failure of particular teaching methods. They are introduced into educational contexts that differ significantly from where they were originally developed.
Understanding the Tissue Rejection Metaphor: In medical terms, tissue rejection happens when the body rejects a transplanted organ because it does not match. In language teaching, this idea is used as a metaphor. It refers to when a teaching method that works well in one culture or educational setting fails in another.
Tissue Rejection in BANA and TESEP Contexts: For example, in BANA (British, Australasian, and North American) settings, language teaching often emphasizes communicative approaches like task-based learning, collaborative work, and inductive methods. These methods are developed in contexts where learners are motivated by clear goals, such as improving their English for specific professional or academic purposes.
However, when these methods are transplanted into TESEP (Tertiary, Secondary, and Primary) settings, which may have more traditional, teacher-centred approaches, they can fail to work effectively. The learners may be unfamiliar with pair work or group activities, leading to resistance, off-task behaviour, and frustration among students and teachers.
Significance of Understanding Cultural Mismatches: The tissue rejection metaphor shows that failure is not because of poor teaching skills. Instead, it happens when the cultural and educational values of the new environment differ from those of the teaching method. This mismatch causes the method to fail.
In conclusion, the tissue rejection concept emphasizes the need for flexibility and cultural awareness in language teaching. Teachers and educators should adapt methods to suit the specific educational and cultural contexts. They apply to ensure effectiveness and learner engagement.