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Reflect the method of teaching followed by your teacher when you learned an L2 in a formal, classroom context. Was it language centered, teacher-centered, learning-centered? Alternatively, if you have been recently teaching an L2, this about how your classroom practices do or do not fit with these categories?
Professor of Language in Education, University of Technology, Sydney
Alastair Pennycook has published widely on cultural and political implications of the global spread of English, colonialism and language policy, plagiarism and intertextuality, and critical applied linguistics.
Method is a prescriptive concept that articulates positivist, progressivist, and patriarchal understanding of teaching and plays an important role in maintaining inequalities between, on the one hand, predominantly male academics, and on the other hand, female teachers and language classrooms on the international power periphery.
The goal of teacher research and teacher autonomy is “ not the easy production of any ready-made package of knowledge but, rather, the continued recreation of personal meaning” (Diamond, 1995 p. 59)
Discussion Questions about Pedagogic Exploration
Based on your readings of Pennycook and Kuma’s articles on Methods and Pedagogy in Language Education, design a course that includes tasks and activities that follow the premises of postmethod pedagogy.
Guiding Questions: How would your classroom look like? What would your role be as a language educator? How would you view your students? What type of language tasks and activities would you bring to the class? How would your relationships be with other teachers?