Abstract
In this chapter, we explore the complexity and subtlety of the notion of ‘quality of life’ in the classroom as we find that it underlies some tensions that we perceive in the fields of applied linguistics and, more specifically, in the area of (foreign) language education. One such perennial tension seems to exist between those who believe in and promote technicist and problem-solution orientations in education and those who strive for authentically humanistic and process-oriented views of classroom life. Our interest resonates with the latest developments in Allwright’s thinking as delineated especially in his Six promising directions for applied linguistics (Allwright, 2006, Chapter 1 in this volume). We, together with Allwright and the other contributors to this book, wish to problematize the generalized perception that educational quality can be accessed via description leading to prescription and, in simplistic ways that highlight commonalities and precision with an emphasis on externally determined productivity as the ultimate aim.
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