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1. The usage of a method diminishes rather than enhance understanding about language teaching
2. There isn't a best method but the need for a teaching intuition (sense of plausibility) that will lead students to desire learning. Based on students needs and contexts
Awarness of this is called postmethod
3. It's not necessary to find a new method but to devise a new way to help teachers activate their senses of plausibility
Three aspects to teach in postmethod condition
1. Three-dimensional framework
2. Exploratory practice
3. Macrostrategic framework
4. Method is dead. Method is limitant and limiting for Language Learning and Teaching. It should stop being considered valuable and viable
5. It's not necessary an alternative method, but an alternative to method
This is the base of Postmethod pedagogy
Stern's (1992)
Three-Dimensional Framework
L1-L2 Connection
Explicit-implicit Option
Code-Communication Dilema
Crosslingual Strategy
Explicit Strategy
Formal Properties of Languages
Implicit Strategy
Interaction-based Communicative Properties
Intralingual Strategy
Local Practice
Social issue
Quality of life in language classroom VS. Instructional efficiency
Own comprehension of the quality of classroom life
Seven pronciples of language teaching
Work to bring people together
Involve everybody
Make the work a continuous enterprise
Put quality of life first
Work also for mutual development
Work primarly to understand language classroom life
Integrate the work for understanding into classroom practice
Steps:
A) Identifying a puzzle
B) Reflecting on the puzzle
C) Monitoring
D) Taking direct action
E) Considering the outcomes reached so far, and deciding what to do next
F) Moving on
G) Going public
Macrostrategic Framework
(Kumaravadivelu)
Language Learning and Teaching needs are unpredictable
Three Tenets
Possibility
Particularity
Practicality
Theory based on practice
Identity formation and social transformation
Context-sensitive (linguistic, social, cultural, and political particularities)
10 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
10. Raise cultural consciousness.
Teachers can create microstrategies
-a need to go beyond method
- greater judgment from teachers in each context
- language learning and teaching needs, wants, and situations are unpredictably numerous
-Teachers engage in a more careful process of diagnosis treatment, and assessment
- way to be responsive to the lived experiences of learners and teachers
-Provides an opportunity for the experience of teachers to be recognized and valued
- helps practicing teachers develop their own theory of practice
- Importance of the multiplicity of learner identities
-Awareness of the complexity of teacher beliefs and the vitality of macrostructures
- makes it more feasible for teachers to acknowledge and work with the diversity of the learners in their classrooms