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Richards &
Rodgers
(2001)
Would you consider any of these
methods to be "postmethod"?
Why?
Which method do you prefer
to use in the classroom?
Why?
The Lexical Approach
Comptency-based language teaching
Communicative Language Teaching
The Natural Approach
Cooperative Language Learning
Content-Based Instruction
Task-Based Language Teaching
Dogme
Demand High ELT
The Oral Approach
Situaltional Language Teaching
The Audiolingual Method
Total Physical Response
The Silent Way
Community Language Learning
Suggestopedia
Whole Language
Multiple Intelligences
Neurolinguistic Programming
Which method/s would you never
use in the classroom?
Why?
1
W _ _ _ _ _ _
B _ _ _ _ _ _ _ _
2
1. What defines a "post" movement?
V _ _ _ _ _ _
v _ _ G _ _ _
2. How would Postmethod ELT distinguish
itself from ELT method?
Postm _ _ _ _ _
L _ _ _ _ _ _ _ _ _
Post-
I _ _ _ _ _ _ _ _ _ _ _ _
3
S _ _ _ _
"A method [...] is a set of procedures that carries a prediction of results; the fulfilment of the prediction depends only (or mainly) on an accurate replication of the procedures, not on any perceptions of those who do the replication"
Parbhu (1990)
Post-R _ _ _
1
William
Burroughs
2
Vincent
van Gogh
Postmodern
Literature
Post-
Impressionism
3
Slint
Post-Rock
Post-rock: "using rock instrumentation for non-rock purposes, using guitars as facilitators of timbre and textures rather than riffs and power chords" - Simon Reynolds (1994)
Who is the primary holder of knowledge? The teacher or the students?
Postmethod ELT is...
teaching that is not controlled by a single method.
The teacher's desire to be the "primary knower." - Berry (1981)
It's structure...
contains follow up moves which expand rather than evaluate. Students and the teacher can initiate exchanges.
“language learning is experienced and created by teachers and learners” Breen (2001)
"In the IRF exchange, the student's response is hemmed in, squeezed between a demand to display knowledge and a judgement on it's competence."
- van Lier (1996)
Teacher controlling student production using IRF
“Real talk, usually relegated to the bookends of the lesson proper, had to form the lesson core. And the teacher had to talk – not at the students or even to them – but with them” Thornbury (2000)
Teacher not using evaluative follow-up moves
Teacher is not the primary knower
The evaluative usage of phrase such as "Okay", "Good", "Excellent" and "Alright" stops almost any chance of productive development.
It allows the teacher to control the classroom; to keep to the lesson plan; to apply the single method.
Sinclair & Coulthard (1975)
“The teacher is not concerned with closing down a question in order to move on, only with pushing, nudging each student further along the road, from whatever their starting point.”(Scrivener & Underhill, 2012: theguardian.com)
Become an integral element of an organic classroom environment, not a mechanic one.
“the prime responsibility for what is said in the classroom lies with the teacher […] They control turn-taking through the use of IRF; not only do they initiate a response, they offer an evaluation.” (Walsh, 2011: 20)
Rock bands follow Verse - Chorus - Verse
Teachers follow Initiation - Response - Follow up