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FROM METHOD-BASED PEDAGOGY TO POSTMETHOD PEDAGOGY

What are the arguments of this transition?

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

Three-dimensional Framework

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

Exploratory Practice

(Allwright, 2000, 2003; Allwright & Bailey, 1991)

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

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

Conclusions

-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

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