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From Methods To Postmethod - Rethinking Language Teaching

The document discusses the evolution of language teaching from traditional methods to Kumaravadivelu's Postmethod Theory, which advocates for a more flexible and context-sensitive approach. It outlines key concepts from chapters 1 and 2 of 'Beyond Method: Macrostrategies for Language Teaching,' focusing on the role of the teacher and various types of methods. The text emphasizes the limitations of fixed methods and introduces the principles of particularity, practicality, and possibility in language pedagogy.

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Leslie Nicol Niebles
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6 views1 page

From Methods To Postmethod - Rethinking Language Teaching

The document discusses the evolution of language teaching from traditional methods to Kumaravadivelu's Postmethod Theory, which advocates for a more flexible and context-sensitive approach. It outlines key concepts from chapters 1 and 2 of 'Beyond Method: Macrostrategies for Language Teaching,' focusing on the role of the teacher and various types of methods. The text emphasizes the limitations of fixed methods and introduces the principles of particularity, practicality, and possibility in language pedagogy.

Uploaded by

Leslie Nicol Niebles
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 PDF, TXT or read online on Scribd

41231 – Contemporary Teaching Trends

FROM METHODS TO POSTMETHOD: RETHINKING LANGUAGE TEACHING


Previously, we examined language teaching approaches, methods, techniques, and
procedures, drawing on the framework proposed by Richards & Rodgers (2001). We
understood an approach as the set of theoretical beliefs about the nature of language and
language learning; a method as the overall plan that translates those beliefs into classroom
practice; techniques as the specific classroom activities used by teachers; and procedures
as the ordered ways in which those techniques are implemented. This framework has
allowed us to analyze how language teaching has traditionally been organized and
categorized. However, contemporary discussions in language education question whether
teaching can—or should—be reduced to fixed methods.
In this activity, we move beyond the method-based perspective to explore
Kumaravadivelu’s Postmethod Theory, which challenges traditional notions of methods and
proposes a more flexible, context-sensitive understanding of language teaching. Please read
chapter 1. “Conceptualizing Teaching Acts” and chapter 2 “Understanding Postmethod
Pedagogy” from the book “Beyond Method: Macrostrategies for Language Teaching”
(Kumaravadivelu, 2003). Pay close attention to:

1. Conceptualizing Teaching Acts 2. Understanding Postmethod Pedagogy


a) Role of the teacher a) Types of Methods according to
b) Reflections on Theory & Practice Kumaravadivelu
a. Limitations of the Method
b) Postmethod Condition
c) Postmethod Pedagogy
a. Particularity
b. Practicality
c. Possibility
d) macrostrategies and
microstrategies

You can access and download a PDF version of the book via the following link:
Kumaravadivelu, B. (2003) Beyond Method Macrostrategies for Language [Link]

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