Conclusion

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This chapter described the context in which my study took place and I set out the conceptual framework which I developed to look at texts as part of what I call the cultuurtekst approach. I draw attention to the tensions, ‘ruptures’ and frustrations which were part of this study in terms of a number of areas, which included

the conflicting pulls of language teaching discourses in the context of my work;
the organic nature of the study, with paradoxical and ‘messy’ data and a constant interplay between data, theory, and reflection;
and in the classroom itself when students did not always ‘play ball’ or even resisted my pedagogy.

In the next chapter, I look at the classroom data of this study in which these tensions emerge clearly.