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Transcript of Postmethod Era
Department of Linguistics
and Language Development
of the San Jose State University
in California, USA. He has authored numerous articles and some significant works in the field of language methodology: Beyond Methods: Macrostrategies for Language Teaching (2003), Understanding Language Teaching: From Method to Postmethod (2006). Method Is a top-down entity. It is a product of the professional knowledge of the expert. It is aimed at creating a generic set of theoretical principles and classroom practices that can be used anywhere and everywhere. And, as such, it is not responsive to the
needs and wants of any given group of learners, nor is it sensitive to the experiences and expectations of any given group of teachers.
EX: Audio-lingual, Presentation- Practice-Production, silent way... Postmethod The concept of postmethod, on the other hand, seeks the development of a pedagogy that:
(a) is generated by practitioners on the ground.
(b)is sensitive to local needs, wants, and situations.
(c) is based on the lived. experience of learners and teachers.
(d) is informed by three organizing
principles - particularity, practicality, and possibility. Postmethod Era “propel the language teaching
profession beyond the limited and limiting concept of method” Thanks for listening
By Daniel and Hector 1 2 3 The first entails to a true understanding of the linguistic, social, cultural, political, and educational factors that determine learning and teaching in a specific context.
The second entails a true understanding of pedagogic knowledge that emerges from the classroom, and constructed by practicing teachers.
The third entails a true understanding of the sociopolitical consciousness that learners and teachers bring with them to the classroom so that it can function as a catalyst for personal and social transformation. 1. Maximize learning opportunities:
This macrostrategy envisages teaching as a process of creating and utilizing learning opportunities, a process in which teachers strike a balance between their role as managers of teaching acts and their role as mediators of learning acts. 2. Minimize perceptual mismatches.
This macrostrategy emphasizes the recognition of potential perceptual mismatches between intentions and interpretations of the learner, the teacher, and the teacher educator. 3. Facilitate negotiated interaction
This macrostrategy refers to meaningful learner-learner, learner-teacher classroom interaction in which learners are entitled and encouraged to initiate topic and talk, not just react and respond. 4. Promote learner autonomy
This macrostrategy involves helping learners learn how to learn, equipping them with the means necessary to self-direct and self-monitor their own learning 5. Foster language awareness
This macrostrategy refers to any attempt to draw learners’ attention to the formal and functional properties of their L2 in order to increase the degree of explicitness required to promote L2 learning. 6. Activate intuitive heuristics.
This macrostrategy highlights the importance of providing rich textual data so that learners can infer and internalize underlying rules governing grammatical usage and communicative use. 7. Contextualize linguistic input:
This macrostrategy highlights how language usage and use are shaped by linguistic, extralinguistic, situational, and extrasituational contexts. 8. Integrate language skills.
This macrostrategy refers to the need to holistically integrate language skills traditionally separated and sequenced as listening, speaking, reading, and writing 9.Ensure social relevance.
This macrostrategy refers to the need for teachers to be sensitive to the societal, political, economic, and educational environment in which L2 learning and teaching take place. 10. Raise cultural consciousness.
This macrostrategy emphasizes the need to treat learners as cultural informants so that they are encouraged to engage in a process of classroom participation that puts a premium on their power/knowledge. Ten macro strategies Sample Activities