The document discusses postmethod pedagogy as a teaching philosophy that emphasizes context-sensitive approaches to teacher development rather than strict methodologies. It outlines principles such as particularity, practicality, and possibility, as well as strategies for effective language teaching, including maximizing learning opportunities and promoting learner autonomy. The importance of incorporating human decision-making and reflective practices in teacher education is also highlighted.

1. Reconceptualizing ELT:
Principles, strategies, and
reflection from
postmethodpedagogy
Yamith José Fandiño Parra
September 2020

2. INTRODUCTION
Teachers can change lives with just the right mix of chalk and
challenges.
– Joyce Meyer
I like a teacher who gives you something to take home to think
about besides homework.
– Lily Tomlin
 How do you interpret these two quotes? What do they say about
teachers and their work?
 Based on these quotes, what do you think teacher education in
ELT should incorporate or involve?

3. TEACHER EDUCATION AND POSTMETHOD PEDAGOGY
Postmethod
pedagogy
• It is not a method,
but rather a teaching
philosophy and a
principled approach
to teacher
development.
• It focuses on the
specific ways of
teaching that
teachers develop
according to their
experiences,
learners’ needs,
available resources
and socioeducational
contexts.
Principles
• PARTICULARITY: It
seeks to facilitate the
advancement of a
context-sensitive,
location-specific pedagogy
that is based on a true
understanding of local
linguistic, sociocultural,
and political
particularities.
• PRACTICALITY: It seeks
to enable and encourage
teachers to become
producers of knowledge by
theorizing from their
practice and practicing
what they theorize,
• POSSIBILITY: It seeks
to tap the sociopolitical
consciousness that
participants bring with
them to the classroom so
that it can also function as
a catalyst for a continual
quest for identity
formation and social
transformation.
Strategies
• Maximizing Learning
Opportunities.
• Minimizing
Perceptual
Mismatches.
• Facilitating
Negotiated
Interaction.
• Promoting Learner
Autonomy.
• Fostering Language
Awareness.
• Activating Intuitive
Heuristics (self-
Discovery).
• Contextualizing
Linguistic Input.
• Integrating
Language Skills.
• Ensuring Social
Relevance.
• Raising Cultural
Consciousness.

4. TEACHER EDUCATION AND POSTMETHOD PEDAGOGY

5. TEACHER EDUCATION AND POSTMETHOD PEDAGOGY

6. TEACHER EDUCATION AND POSTMETHOD PEDAGOGY

7. TEACHER EDUCATION AND POSTMETHOD PEDAGOGY

8. TEACHER EDUCATION AND POSTMETHOD PEDAGOGY

9. TEACHER EDUCATION AND POSTMETHOD PEDAGOGY

10. TEACHER EDUCATION AND POSTMETHOD PEDAGOGY

11. TEACHER EDUCATION AND POSTMETHOD PEDAGOGY
To what extent do you agree or disagree with the following statements? Why?
 The success of teaching English as a foreign language is mainly related to
teachers’ language level and their command over the latest teaching
methods.
 Teacher education in EFL should focus not only on communicative and
methodological competences, but also on human decision making in
complex, dynamic social settings.
 Student teachers in EFL programs need to commit to constructing their
knowledge, using inquiry-based strategies and critically reflecting on their
perspectives.

12. References
Kumaravadively, B. (2002). Beyond methods: Macrostrategies for language
teaching. Yale university press.
Kumaravadivelu, B. (2001). Toward a Postmethod pedagogy. TESOL
QUARTERLY, 35(4), 537-560.
Fandiño, J. (2011). English teacher training programs focused on reflection.
Educación y Educadores, 14(2), 269-285.
Shafeie, S. (2016). Towards a post method pedagogy [online]. Available at
https://www.slideshare.net/SamanehShafeie/toward-a-post-method-pedagogy