Postmethod Pedagogy

Postmethod Pedagogy

1. knowledge is achieve throught the expiernce , the practice and the use of the target language considering the importance of the target culture and also the native language as a base to learn a second language.

   • Frameworks
     • Tree dimensional framework
       • This framework is focused on intentional actions performed in the class called strategies working at a educational policy level and practical actions called techniques, working at a procedural level
         • Intralingual-crosslingual dimension
           • Techniques that comes from the target lenguage to acheive the language and the culture as the frame. L1 and L2 to have and important connection.
             • Intralingual
               • -L2 used as a reference system -Keeping L2 apart from L1 -No translation from and into L2
             • Crosslingual
               • -L1 used as a reference system -Comparison between L1/L2, C1/C2 -Practice through translation from & into L2
         • The analytic -Experiental dimension
           • Analytic
             • Focused on the grammatical rules of the target language
           • Experimental
             • Interaction with the langua, practice with context
         • The explicit- impilict dimension
           • Learn a target language in a conscious intellectual way or an unconscious intuitive way
             • Explicit
               • -Rational/formal/intellectual -Conscious learning -Deliberate -Analysis
             • Implicit
               • -Intuitive -subconscious acquisition -Incidental -Global understanding
     • Exploratory practice framework
       • This framework is made to develop to explore and to observe and to evaluate the methods used in class in order to make a successful activity.
         • Principles of Exploratory practice
           • It is state in three fundamental tenets
             • the quality of life in the language classroom
             • ensuring our understand- ing
               • Principle 1: Put “quality of life” first. Principle 2: Work primarily to understand language classroom life. Principle 3: Involve everybody. Principle 4: Work to bring people together. Principle 5: Work also for mutual development. Principle 6: Integrate the work for understanding into classroom prac- tice. Corollary to Principle 6: Let the need to integrate guide the conduct of the work for understanding. Principle 7: Make the work a continuous enterprise. Corollary to Principle 7: Avoid time-limited funding.
             • understanding such a quality of life is a social, not an asocial matter
         • The Practice of Exploratory Practice
           • These practices are aimed at helping teachers to investigate the areas of learning and teaching they wish to explore by using familiar classroom activities as the investigative tools.
             • Step 1: Identifying a puzzle. Step 2: Reflecting upon the puzzle. Step 3: Monitoring. Step 4: Taking direct action to generate data. Step 5: Considering the outcomes reached so far, and deciding what to do next. Step 6: Moving on. Step 7: Going public.
         • The Global and the Local
           • In this part, the author talks about to change, the thinking, to be able to adapt new ideas, and to receive new changes and particularities.
     • Macro strategic framework
       • This is the result of looking for effective ways of using the traditional classroom interaction analysis to see how teacher education can be made more sensitive to classroom events and activities.
         • Macrostategies
           • Macrostrategies are general plans derived from currently available theoreti- cal, empirical, and pedagogical knowledge related to L2 learning and teaching.
             • 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; and 10. raise cultural consciousness.
         • Microstrategies
           • Microstrategies are classroom procedures that are designed to realize the ob- jectives of a particular macrostrategy. Each macrostrategy can have any number of, and any type of, microstrategies, depending on the local learning and teaching situation; the possibilities are endless.
             • Sample microstrategy 1: Language use and levels of formality
             • Sample microstrategy 2: Language use and doublespeak