Postmethod condition

Postmethod condition

1. The limits of Method

   • The Meaning of Method
     • Is a construct
     • Is an expert's notion derived from an understanding of the theories of language, language learning and language teaching
     • Is reflected in syllabus design, textbooks production and in all recomended classroom procedures
     • Each method is to have a specified set of theorical principles and of classroom practices
     • There is overlap in their theory and practice
   • The Myth of Method
     • There is a best method out there ready and waiting to be discovered
     • Method constitutes the organizing principle for language teaching
     • Method has a universal and a historical value
     • Theorists conceive knowledge, and teachers consume knowledge
     • Method is neutral, and has no ideological motivation
   • The Death of Method
     • Method has little theorical validity and even less practical utility
     • Method is ambiguous, and its claim dubious
     • Method based one that is imposed on them
     • Methodological one that improvised by them

2. The logic of Postmethod

   • Restructure our view of language teaching and teacher education.
     • as terms of
       • Pedagogic parameters
         • That are three
           • Particularity
             • A group of teachers, who teach a group of students, who are in charge of reaching the specific objective
               • Rejects
                 • The set of goals and objectives that can be achieved through a set of teaching principles and procedures
           • Practicality
             • Relationship between theory and practice and the teacher's ability to make his or her teaching effective
               • It divided in two parts
                 • Proffesional Theories
                   • They are obtained in higher education institutions
                 • Personal Theories
                   • They are obtained by applying theories in their teaching practice
           • Possibility
             • It refers to the ideology of language and the identity of the learner
               • It brings together students and teachers in collaborative projects with mutual benefits
       • Pedagogic indicators
         • Refers to
           • Functions and characteristics that are reflected in the participants of the L2
             • Like
               • The postmethod learner
                 • To make students more active and arouse their interest, to achieve a meaningful role in pedagogical decision making
                   • Two views
                     • Narrow view
                       • Develop in the learner a capacity to learn to learn
                     • Broad View
                       • Include a capacity to learn to liberate as well
                 • Learning Strategies
                   • Identifying their learning strategies and styles
                     • Reaching out for opportunities for additional language reception
                       • To pool information on a specific project
                         • Two views of learner autonomy
                           • Narrow view
                             • Learning to learn a language as an end in itself
                               • By creating
                                 • Academic autonomy
                                   • Enables learners to be effective learners
                           • Broad view
                             • Learning to learn a language as a means to and end, the end being learning to liberate
                               • By creating
                                 • Liberatory autonomy
                                   • Empowers them to be critical thinkers
               • The postmethod teacher
                 • Recognize teacher's prior knowledge and potential not only to teach, but also to act autonomously
                 • Capacity of teachers from their own teaching reflection, how to analyze and evaluate their teaching acts
                 • Teacher cognition
                   • What the teachers know, believe and think.
                 • Reflexive principles
                   • The formation of what the teacher does and the response of what the teacher observes in the student's behavior and the achievements of the class
               • The postmethod teacher educator
                 • Suggestions about the best things to teach, giving them teaching behaviors that are appropiate to them and evaluating the behaviors
                 • Acquisition of authority and autonomy by teachers to enable them to shape their teaching experiences
                 • Interaction is "dialogic" when all the participants have an interactional exchange, have the authority and the autonomy to express their voice and exhibit their identity