POSTMETHOD PEDAGOGY

POSTMETHOD PEDAGOGY

1. THE THREE DIMENSIONAL FRAMEWORK

   • THE INTRALINGUAL-CROSSLINGUAL DIMENSION
     • INTRALINGUAL-INTRACULTURAL
       • STRATEGY: COORDINATE BILINGUALISM
         • INTRALINGUAL TECHNIQUES
           • At initial stages of language learning
             • Repetition
             • Pictorial representations
             • Drills and exercises
             • Dictation
             • Games
             • Communicative activities
             • Recidence in an L2 environment
     • CROSSLINGUAL-CROSSCULTURAL
       • STRATEGY: COMPOUND BILINGUALISM
         • CROSSLINGUAL TECHNIQUES
           • At advance stages of language learning
             • Gradual transition from L1 to L2
             • Translation
             • Interpretative activities
               • Introducing and summarizing an L2 text in L1
               • Explaining the context of a text in L1
               • Discussing in L1 the significance of an L2 text
   • THE ANALYTIC-EXPERIENTIAL DIMENSION
     • ANALYTIC STRATEGY
       • LANGUAGE-AND LEARNER CENTERED
         • BASED ON TECHNIQUES OF STUDY AND PRACTICE
           • TECHNIQUES
             • Project
             • Inquiries
             • Games
             • Problem-solving tasks
             • Information-gap activities
         • FOCUSED ON: FORMAL PROPERTIES OF LANGUAGE
           • Grammar
           • Vocabulary
           • Notions and Functions
     • EXPERIENTIAL STRATEGY
       • LEARNING-CENTERED
         • USE THE LANGUAGE FOR A PURPOSE
           • TECHNIQUES
             • Reasoning gap
             • Implying true interference
             • Opinion gap
         • FOCUSED ON: MESSAGE-ORIENTED, INTERACTION IN COMMUNICATIVE CONTEXTS
   • THE EXPLICIT-IMPLICIT DIMENSION
     • EXPLICIT STRATEGY
       • Focused on characteristics of language
       • Acquire a concious conceptual knowledge of language
     • IMPLICIT STRATEGY
       • Language is too complex to be fully describe
       • Impossible to rely on a conciously formulated system

2. THE EXPLORATORY PRACTICE FRAMEWORK

   • THE PRINCIPLE OF EXPLORATORY PRACTICE
     • EXPLORATORY PRACTICE
       • PRACTITIONERS: TEACHERS AND LEARNERS
         • What they want to understand
         • Not necesarily in order to bring about change
         • Not primarily by change
         • Using normal pedagogic practices
         • Indefinitely sustainable
       • CONTRIBUTES TO
         • Teaching and learning
           • Professional development (individual and collective)
     • GENERAL PRINCIPLES
       • Put quality of life first
       • Work primarily to understand language classroom life
       • Involve everybody
       • Work to bring people together
       • Work for mutual development
       • Integrate the work for understanding into classroom practice
         • Let the need to integrate guide the conduct of the work for understanding
       • Make the work a continuous enterprise
         • Avoid time-limited funding
     • COLLEGIALITY ASPECTS
       • Collegiality between teachers and learners
       • Collegiality among teachers in the same institution
       • Collegiality and the hierarchy within an employing institution
       • Collegiality between teachers and development people
       • Collegiality between teachers and academic researchers
       • Collegiality in a teacher association
   • THE PRACTICE OF THE EXPLORATORY PRACTICE
     • STANDARD ACADEMIC RESEARCH TECHNIQUES
       • PRACTICAL STEPS
         • 1. Identifying a puzzle
         • 2. Reflecting upon the puzzle
         • 3. Monitoring
         • 4. Taking direct action to generate
         • 5. Considering the outcomes reached so far, and deciding what to do next
         • 6. Moving on
         • 7. Going public
   • THE GLOBAL AND THE LOCAL
     • CRUDE LOOP DIAGRAM
       • 1. Think globally
       • 2. Act locally
       • 3. Think Locally

3. THE MACROSTRATEGIC FRAMEWORK

   • MACROSTRATEGIES
     • 1. Maximize learning opportunities
     • 2. Facilitate negotiated interaction
     • 3. Minimize perceptual mismatches
       • Potential sources of perceptual mismatches
         • Cognigtive
         • Communicative
         • Linguistic
         • Pedagogic
         • Strategic
         • Cultural
         • Evaluative
         • Procedural
         • Instructional
         • Attitudinal
     • 4. Activate intuitive heuristics
     • 5. Foster language awereness
     • 6. Contextualized linguistic input
     • 7. Integrate language skills
     • 8. Promote learning autonomy
     • 9. Ensure social relevance
     • 10. Raise cultural conciuosness
   • MICROSTRATEGIES
     • TYPES OF LANGUAGE AWARENESS
       • SAMPLE MICROSTRATEGY 1: LANGUAGE USE AND LEVELS OF FORMALITY
         • 1. Create in the learner general language awareness about levels of formality in interpersonal communication
         • 2. Discuss in what conmtext would be appropriate to use words such as sir, hey, hello darling, etc.
         • 3. Have representatives from selected groups
         • 4. Have individual learners make a list of terms they use to address family members
         • 5. Ask the learners to share their list with others
         • 6. Have them talk about the factors that affect the different ways to address
         • 7. Ask them to compare how forms of address are structured in their L1 and L2
         • 8. Ask to share some of their salient points with the whole class
         • 9. Help them to reflect on the forms of addresss
       • SAMPLE MICROSTRATEGY 2: LANGUAGE USE AND DOUBLESPEAK
         • 1. To foster critical language awareness in the learners
         • 2. Ask your students to focus on the key words in the title
         • 3. Ask your students to read carefully a prepared paragraph
         • 4. Deal with the difficult vocabulary items
         • 5. Ask the students to think about critical questions
         • 6. Ask a representative to present a brief report
         • 7. Help them to think why many people fail to notice doublespeak
         • 8. Help them to think of ways in which a critical awareness of doublespeak can help them
         • 9. Give them a suitable take-home assignment
         • 10. Ask them to exchange their list with their partners
         • 11. Ask them to draft a letter to the editor of the newspaper drawing the edotor's attention to doublespeak