WHY PRACTICE MAKES PERFECT SENSE:THE PAST,PRESENT AND POTENTIAL FUTURE OF THE PPP PARADIGM IN LANGUAGE TEACHER EDUCATION

Introduction Among,the many lesson planning paradigms usedin English language teacher education over the last 40 years,PPP has proven to be one of the mostpopular and most durable(see Figure 1)despite regular criticism in literature emanating from the Anglophone,centre,of ELT theory.After presenting a brief history of the paradigm andoutlining the main criticisms directed at PPP,especially in the 1990s,I discuss some important rescarch findings from SLA studics sincc the turn of the century that lend support to PPP-typelesson structures.