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Post Method Pedagogy

This document discusses post-method pedagogy as an alternative approach to language teaching methods. It emerged due to dissatisfaction with the limitations of conventional teaching methods. Post-method pedagogy aims to facilitate context-sensitive language education based on local needs and priorities. It emphasizes teacher autonomy and principled pragmatism over prescribed methods. The document outlines three basic principles of post-method pedagogy: particularity, practicality, and possibility. It also discusses characteristics, practices, and a macro-strategic framework for implementing post-method pedagogy in the classroom.

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Taraprasad Paudyal
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454 views11 pages

Post Method Pedagogy

This document discusses post-method pedagogy as an alternative approach to language teaching methods. It emerged due to dissatisfaction with the limitations of conventional teaching methods. Post-method pedagogy aims to facilitate context-sensitive language education based on local needs and priorities. It emphasizes teacher autonomy and principled pragmatism over prescribed methods. The document outlines three basic principles of post-method pedagogy: particularity, practicality, and possibility. It also discusses characteristics, practices, and a macro-strategic framework for implementing post-method pedagogy in the classroom.

Uploaded by

Taraprasad Paudyal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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… That is to say, language pedagogy, to

be relevant, must be sensitive to a


particular group of teachers teaching a
particular group of learners pursuing a
particular set of goals within a
particular institutional context
embedded in a particular sociocultural
milieu (Kumaravadivelu, 2006, p. 538).
Post Method Pedagogy
Developed as a consequence of repeatedly
articulated dissatisfaction with the
limitations of the concept of method and
the transmission model of teacher
education the L2 profession is faced with
an imperative need to construct a post
method pedagogy
Contd…
• The history of language teaching has been
characterized by the search for most effective way of
teaching second and foreign languages; the
commonest solution was the adoption of teaching
approach or method.
• Emerged after the gradual dissatisfaction with
conventional methods
• Kumaravadivelu (2006) termed those as ‘designer non-
methods’
• Prime success of methods lasted up till late 1980s
• Post-method came to light during 1990s
• Aimed to break the ‘cycle’ of methods
Contd…
Aims to:
• facilitate the advancement of a context-sensitive
language education based on a true understanding of
local linguistic, socio-cultural, and political
particularities
• rupture the reified role relationship between theorists
and practitioners by enabling teachers to construct
their own theory of practice
• tap the sociopolitical consciousness that participants
bring with them in order to aid their quest for identity
formation and social transformation
Contd…
Basic Considerations/Principles/ Pedagogic Parameters:
• 1. Pedagogy of Particularity: Language pedagogy, to be relevant, must
be sensitive to a particular group of teachers teaching a particular
group of learners pursuing a particular set of goals within a particular
institutional context embedded in a particular socio-cultural milieu
(situational understanding)
• 2. Pedagogy of Practicality: It pertains to a much larger issue that has
a direct impact on the practice of classroom teaching, namely, the
relationship between theory and practice, not only to the everyday
practice of classroom teaching (pedagogical thoughtfulness)
• 3. Pedagogy of Possibility: The idea of pedagogy of possibility is
derived mainly from the works of the Brazilian educator Paulo Freire;
It means, experiences have the potential to alter pedagogic practices
in ways unintended and unexpected by policy planners, curriculum
designers, or textbook producers e.g. the situation with Tamil students
of Sri Lanka, i.e. accepting English rejecting materials from abroad
(Searching possibilities)
Contd…
Characteristics/Practices
• Refigures relationship between theorizers and practitioners
• Signifies teacher autonomy
• Principled pragmatism
• Main purpose of Kumaravadivelu is “to facilitate the growth and
development of teachers’ own theory to practice”
(Kumaravadivelu, 2006)
• Seeks to transcend the limitations of methods
• Facilitate the advancement of context-sensitive language education
based on a true understanding
• Treating teachers and learners as explorers
• Reconsiders the relationship between theorizers and practitioners
of methods
• To be sensitive towards to the parameters of particularity,
practicality and possibility
• Emphasizes on teacher experience along with strong theoretical
knowledge
Contd…
• Main focus is teacher autonomy
• Theories and methods are found too inadequate and too limited to
explain the complexity of language teaching
• Overlooks the fund of experience and tacit knowledge
• Classroom-oriented Focus on “reflective teaching” helps to move
beyond methods dimensions and strategies are ‘interwoven'
• Each one shapes and is reshaped by the other knowledge-oriented
• Label knowledge with substance
• Works on surface level
• Suitable for novice teachers since they don’t have much experience
in teaching method
• Maximize learning opportunities
• Teachers both as creators and utilizers of learning opportunities
Contd…
• Activities
• Increasing the amount of repetition
• Using flashcards and Audios
• Facilitate negotiated interaction
• Meaningful learner-learner, teacher-learner
interaction
• Activities related to learners’ intrinsic motivation
can be focused on
• Encouraging ‘peer-initiated’ and ‘self-initiated’
topics to discuss
Contd…
Macro-strategic Framework
• Minimize perceptual mismatches
• Activities giving hints to re-think mismatch, information gap,
promote learner autonomy, equipping students with authentic
materials, helping learners ‘self-direct’ and ‘self-monitor’ their own
erudition
• Foster language Awareness
• Drawing attention to formal aspects of language
• Treats grammar as a network of systems
• Activities allowing them to encounter linguistic structure
• Contextualized linguistic input
• Focus on syntactic, semantic, pragmatic features of language
• Bring learners attention to integrated nature of language
• Integrate language skills
Contd…
• Language skills are essentially interrelated
• Isolation of four skills is uncomfortable for students
• Language best developed when it is learnt holistically
• Raise cultural awareness
• Giving opportunity to differentiate between own culture and the
culture of target language
• Ensure social relevance
• The need for teachers to be sensitive about societal, political,
economic, educational environment where L2 takes place
• Focus on communication
• Participation
• Focus on topic/purpose
• Emphasis on fluency
• Interpersonal interaction
Contd…
• Not an alternative method, but alternative to methods
• Allows teachers to look at language teaching and
learning from a different and innovative perspective
• Pedagogy doesn’t imply the end of methods, rather it
is a mélange of theoretical knowledge of methods and
practical understanding
• We need to become researchers and practitioners to
move beyond the idealistic domain of the methods
• Three dimensional framework is an essential tool to
reconstruct the methods in a adaptable way
• To teach is to be full of hope

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