The document discusses the postmethod era in language teaching. It begins by contrasting modernism and postmodernism, noting that postmodernism rejects notions of objectivity, universal truths, and the idea that one theory can explain everything. It then discusses three models of postmethod pedagogy: Stern's 3D model, Allwright's exploratory practice framework, and Kumaravadivelu's strategic framework involving macrostrategies and microstrategies. The document outlines characteristics of postmethod teachers, curricula, teacher education programs, and learners. It also discusses problems and facilitating factors in implementing postmethod approaches.
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2. INTRODUCTION
Modernism philosophy (from mid-17th to mid-20th century)
A Search for One True Theory
Characteristics of Modernism Philosophy
Reasoning
Rationality
The Universal
Objectivity
Search for the truth
3. Postmodernism Philosophy (from the 20th century
up to now)
Vygotsky (1978): When things go wrong... in
the experiments, that is when the experiment
really begins.
Van Lier ( 1994): If SLA is to take its cue from
natural sciences, then it cannot be guided by
practical concerns.
4. modernism postmodernism
objectivity subjectivity
theory construction pragmaticity
reductionism pluralism/interactionism
rationality probability
the universal/idealism relativism
predefined settings social settings
power hierarchy power relations
intolerance of diversity multiplicity of realities
materialist constructivist
epistemic absolutism/foundationalism probabilisticity/relativism
experts speak and transmit experts and nonexperts share knowledge
best knowledge better knowledge
global decisions local decisions
universality cultural diversity
reasoning negotiation
individuals are passive individuals have agency
teaching by problem posing teaching by doing and expanding
identity is unified identity is fragmented
identity is dictated identity is decided
identity is transmitted identity is constructed
global identity imposed local identity valued
6. methodism Postmethodism
top-down Interactive
globalization glocalization
transmission of knowledge negotiation of knowledge
passive learning creative learning
alternative method alternative to method
colonization of ELT decolonization of ELT
teachers consume theories teachers create and apply theories
transmissional teacher education transformational teacher education
teachers accept teachers evaluate
teachers wait for knowledge teachers create knowledge
researchers theorize researchers interact with teachers
teachers teach teachers teach and research
cultures in the center dominate cultures connect with local identities
the center determines standards principled pragmatism
8. LIMITS OF METHODS
1.Method meaning is vague.
2.One new method is actually a variant of the
previous one.
3.Multiplicity of methods can be confusing.
9. MYTHS ABOUT METHODS
1. There is one best method.
2. A method is an organizing principle for language teachers.
3. Methods have a universal and ahistorical value.
4. Teachers need to take methods as granted and consume
them.
5. Method is neutral and diminishing.
10. MODELS OF POSTMETHOD PEDAGOGY
Stern’s 3d model
1.intralingual-crosslingual dimension
2.analytic-experiential dimension
3.explicit-implicit dimension
11. Allwright's exploratory practice framework
1. Make the trusted ideas successful.
2. Apply research findings.
3. Connect teachers with the researchers.
4. Quality of life is more important than instruction.
5. Exploratory practice is different from action research.
6. Think globally, act locally, and think locally.
13. Macrostrategy
A macrostrategy is a broad guideline based on
which teachers can generate their own location-
specific, need-based microstrategies or class-
room procedures.
14. Macrostrategies
1. Maximize learning opportunities;
2. Facilitate negotiated interaction;
3. Minimize perceptual mismatches;
4. Activate intuitive heuristics;
5. Foster language awareness;
6. Contextualize linguistic input;
7. Integrate language skills;
8. Promote learner autonomy;
9. Ensure social relevance; and
10. Raise cultural consciousness.
16. Globalization Localization Glocalization
Universality Marginality/specificit
y
Diversity
Dominant cultures are
valued.
Local cultures are
valued.
Every culture is
unique and can shape
identity.
No difference Local differences Differences are the
source of innovation.
Native
speaker/teacher only
Nonnative
speaker/teacher
credited
Native and nonnative
speakers/teachers
interact
18. Particularity
Any language teaching program must be sensitive to
1. Particular learner goals and needs
2. Particular course objectives
3. Particular context
4. Particular sociocultural setting
20. Possibility ( Freirean Critical Pedagogy)
1. It seeks to empower learners to think and live critically.
2. Conditions of living can change classroom aims
unexpectedly.
3. It is also concerned with language ideology and learner
identity.
21. CHARACTERISTICS OF THE POST METHOD
TEACHER
1. Analyst
2. Autonomous
3. Reflective
4. Problem finder and solver
5. Innovator
6. Social injustice activist
7. Strategic researcher/teacher
8. Decision maker
9. Evaluator
10.Compromiser
24. CHARACTERISTICS OF THE POSTMETHOD
CURRICULUM
1. Needing creative and autonomous teachers
2. Bottom-up and top-down
3. Consultation with learners
4. Fostering strategic and independent learners
5. Emphasizing ''learning to learn'' (narrow view of learner autonomy)
6. Emphasizing strategy-based instruction (narrow view of learner autonomy)
7. Emphasizing learner investment and interest (narrow view of learner autonomy)
8. Learners learn to liberate (broad view of learner autonomy)
9. Classrooms are democratized by covering learners' both linguistic and social needs
10. Syllabus is flexible
11. Pedagogy "with the learner not for the learner"
12. Syllabus is decentralized
13. Action research is favored
14. Critical needs analysis as well as rights analysis
15. Context-sensitive
25. CHARACTERISTICS OF THE POSTMETHOD
TEACHER EDUCATION PROGRAMS
1.Reflective
2.Interactive
3.Innovative
4.Rewarding
5.Transformational
6.Flexible
26. CHARACTERISTICS OF THE POSTMETHOD
LEARNER
Academic
Strategic
Independent
Self-aware
Critical
Liberating
27. Problems in the implementation of postmethod
pedagogy (predicament)
1. The concept of method is remarkably entrenched.
2. Teacher education programs should change. (pedagogical
barrier)
3. ELT practitioners and learners in the outer and expanding
circles should move toward demarginalization and
decolonization. (ideological barrier)
28.
29. Facilitating factors in the implementation of
postmethod pedagogy
1.Legitimizing local knowledge
2.Putting local teachers at the
center of educational change
30. Epistemic break (Kumar, 2012)
1.breaking the dependency on terminologies
2.breaking the dependency on western knowledge
production
3.breaking the dependency on center-based methods
4.breaking the dependency on center-based cultural
competence
5.breaking the dependency on center-based textbook
industry
31. Questions for discussion (evaluation of the
postmethod condition)
1. How does the teachers' role change in the postmethod condition?
2. What should novice teachers do?
3. Lin (1995): “postmethod is not an alternative to method, but only an addition to
method". Do you agree?
4. Larsen-Freeman (2005) has questioned the concept of postmethod, saying that
"Kumar's macrostrategies constitute a method". What's your idea?
5. Bell (2005) : " postmethod pedagogy has tended to cut teachers off from their
sense of plausibility. " how is it possible?
6. How is the postmethod condition different from CLT/TBLT?
32. What kind of problem does the following metaphorical
image represent about the postmethod condition?
33. Suppose a team of experts has been invited
to run a nationwide project for
implementing postmethod pedagogy in
Iranian ELT education. What are the
problems that they may face?
