ABSTRACT
How much and in what ways, then, do teachers typically think about their classroom activities as goal driven? How are the goals determined? How are the goals recognised, once achieved? How many teachers are really conscious of the particular social processes in which they engage with their students in order to achieve the goals? How many teachers are aware that the social processes in which they participate with their students in the pursuit of various goals are structured in distinctive ways, making them instances of particular genres? How many are aware that the teaching-learning activities of schools are really curriculum genres: staged, goal driven, purposive activities, in which students are initiated into ways of working, thinking and dealing with experience valued in an English-speaking culture? Finally, how many teachers are aware of the central role that language plays in structuring the social experiences that make up a curriculum genre?
