Top-down versus bottom-up pedagogy: Applications in the East Asian ESP classroom

Abstract

This study explores the ways in which English for Specific Purposes (ESP) teachers in three East Asian countries, Vietnam, Japan, and Thailand, understand and utilize top-down and bottom-up (hereafter abbreviated to TD and BU respectively) teaching pedagogies in their classrooms. A judicious combination of either approach in both classroom pedagogy has long been advocated by both theorists and veteran practitioners. However, the authors, when working as teacher trainers, had observed that many ESP teachers reverted almost wholly to bottom-up approaches in their classroom practices. The present study seeks to understand whether or not this perception is accurate and what justifications and/or explanations might be put forward in favour of adopting either approach in ESP milieus. With the participation of 14 ESP teachers in Japan, Thailand, and Vietnam, the study was conducted using a semi-structured written questionnaire which was followed by an open-ended live interview. Emerging and significant themes were then identified and codified by the authors, utilizing a reflective ethnographic approach. Among the most significant findings were 1) that teachers often failed to apply aspects of their training as language teachers into their own classrooms and 2) that the judicious application of either approach was more often performed unconsciously than as a result of any conscious methodological application.