THE POST METHODS ERA

Leidy Yulieth García

Jhonier Hernán Sarasty
 Agenda:
● Background.
○ Drawbacks.
● The “top-down” criticism.
● Teacher's role.
● Role of contextual factors.
● The need of curriculum development processes.
● Lack of research basis.
● Similarity of classroom practices.
● Beyond approaches and methods.
● Looking forward.

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 What is the main
difference between
a method and an
approach?

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 APPROACH METHOD
Set of beliefs and principles as a basis for Specific instructional design based on
teaching a language particular theory

No specific set of prescription for teaching Detailed specification of content, teacher

role, learners role, etc.

Flexible Fixed

Allow for interpretation Little scope for interpretation

Long-shelf life Short-shelf life.

Grammar translation method
Direct method

Audiolingualism
Total Physical Response

Community language learning

Suggestopedia

Whole Language
Communicative language teaching

The Natural Approach

Content Based Instruction

Task Based Language

Flipped Learning

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 The post method paradigm is an
attempt at finding an alternative to
method rather than an alternative
method.

Kumaravadivelu, 2006

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BACKGROUND
❑ Emerged after the gradual dissatisfaction with conventional

Methods.

❑ Kumaravadivelu (2006) termed those ‘designer non-methods’

❑ Prime success of methods lasted up till late 1980s.

❑ Eclecticism was widespread Post-method came to light during

1990s.

❑ Aimed to break the ‘cycle’ of methods

❑ Refigures relationship between theorizers and practitioners.

❑ Signifies teacher autonomy. 7

The history of language teaching has been characterized by the
search for most effective way of teaching second and foreign
languages.The commonest solution was the adoption of teaching
approach or method.
(Richards & Rodgers, 2001).

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 The “top down” criticism
❑ In method, teachers have to accept the theory underlying the method and
apply it in the classroom.

❑ The role of the teacher is marginalized, he must submit to the method.

❑ Learners are passive recipients of the method and must submit themselves
to body of exercises & activities.

❑ In learner-centeredness teaching must be flexible and adoptive to learners

needs & interest.
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 The role of the teacher
❑ teacher’s role is both didactic and facilitative, and serves primarily to
mediate the coursebook materials, by, for example, explaining,
demonstrating and modelling language items, and by setting up and
monitoring student interactions.

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× Encouraging the learners to assume the role of
ethnographers to investigate and understand how
language as ideology served vested interests

× Asking them to reflect on their developing identities by

writing diaries… related to the social world

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× Helping them in the formation of learning
communities where they develop into unified,
socially cohesive, mutually supportive groups
seeking self-awareness and self improvements;

× Providing opportunities for them to explore the

unlimited possibilities offered by online services
and bringing back to the class their own topics
for discussions, and their own perspectives on
those topics.

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 Role of contextual factors

In trying to apply approaches or methods, teachers sometimes ignore what is the

starting point in language program design, namely, a careful consideration of
the context in which teaching & learning occurs, including cultural context,
political context and local institutional context.
(Richards & Rodgers, 2001).

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The need for curriculum development
processes
a) The careful examination, drawing on all available sources of knowledge
and informed judgement
b) Use of those methods and materials which are judge mostly to achieve
the objectives.
c) To assess if the development work has in fact achieved its objectives.
d) Feedback of all the experience gained
(Nicholls & Nicholls, 1972)

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 The lack of a research basis

The belief that a precise focus on a particular form leads to learning and
automatization (that learners will learn what is taught in the order in
which is taught) no longer carries much credibility.

(Skehan, 1996)

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 Similarity of classroom practices
It is very difficult for teachers to use approaches and methods in ways
that precisely reflect the underlying principles of the method.

Generally, methods are quite distinctive at the early, beginning stages of

language course, and rather indistinguishable from each other at a later
stage.

(as cited in Richards & Rodgers, 2001).

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 Beyond approaches and methods
Approaches and methods can still be used studied and selectively mastered in order to:

LEARN how to use different approaches and methods and understand

when they might be useful.

UNDERSTAND some of the issues and controversies that characterize

the history of language teaching.

PARTICIPATE in language learning experiences based on different

approaches and methods as a basis for reflection and comparison

BE AWARE of the rich set of activity resources available to the

imaginative teacher.

APPRECIATE how theory and practice can be linked from a variety of

different perspectives.
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“To facilitate the growth

and development of

teachers’ own theory to

practice”
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MAIN FOCUS:TEACHER AUTONOMY

To be sensitive towards Emphasizes on teacher

to the parameters of experience along with
particularity, practicality strong theoretical
and possibility knowledge.

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THREE PEDAGOGICAL PARAMETERS

Particularity

Practicality

Possibility

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 Particularity
Particularity denotes factors surrounding the teaching context such as,
people, local knowledge, physical settings, course and institution nature,
time and teaching resources.

(Kumaravadivelu, 2006)

A relationship between the teaching context and the applied methodology.

(Probhu,1990)

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 Practicality
Rupture the reified role relationship between theorizers and practitioners
by enabling and encouraging teachers to theorize from their practice and
practice what they theorize

(Kumaravadivelu, 2006)

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 Possibility

Possibility pertains to macro-social factors such as institutional, social,

economic, cultural, and political environments which shape identity formation
and social transformation.

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 Bibliography
Kumaravadivelu, B. (2006). Understanding language teaching from method to post-method. London:
Lawrence Erlbaum Associates, Publishers
Prabhu, N. S. (1990). There is no best method—why? TESOL Quarterly, 24, 161–176.
http://dx.doi.org/10.2307/353586897 .
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (Cambridge language
teaching library). Cambridge University, Cambridge.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university
press.

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Thanks!
Any questions?

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MICROTEACHING

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