POST METHOD

Chapter 10

Postmethod Predicament

Juliana Irene Bustamante Mertcado. Ruth Jenny Rojas Sánchez Alexander Joaqui Jimenez

INTRODUCTION

CHALLENGING BARRIERS

THE PEDAGOGICAL BARRIER

THE IDEOLOGICAL BARRIER

FACILITATING FACTORS

CONCLUSION

Índice

10.

INTRODUCTION

“The plans for post-method pedagogies, proposed with different degrees, are all based on a different way of seeing the problems and perspectives of language teaching in the post-method era. They demand a substantial and sustained change in our perception of what constitutes language teaching and language teacher training.” (Kumaravadivelu, 2001).

10.1

CHALLENGING BARRIERS

The challenges facing the construction and implementation of postmethod pedagogy may be considered to constitute a postmethod predicament that puts key players in a quandary. The most stubborn aspect of the predicament is that the concept of method is a remarkably entrenched one. For all its inherent weaknesses and recurrent criticisms, it has survived for an incredible period of time.

10.1.1

The Pedagogical Barrier

It is a harmful hurdle blocking the effective construction and implementation of any postmethod pedagogy by practicing teachers. (socioeconomic barriers, attitudinal barriers, infrastructure barriers and sociocultural barriers) What does the body of knowledge usually consist of? Look at the following parable (The teacher educator, often playing the role of a conduit, serves the package on a platter, with easily digestible bits and pieces of discrete items of knowledge, leaving very little food), there are those who go against any scenario.

Teacher education entails a master-pupil relationship: (Freeman, 1991) Models of education, create the teaching From the postmethod perspective, transmission models prove to be unproductive because they are also premised on a debilitating dichotomy (the theorist and the teacher) Central goal of transformative teacher education “is not the easy reproduction of any ready-made package or knowledge but, rather, the continued recreation of personal meaning” (p. 56).

10.1.2

The Ideological Barrier

“The ideological barrier is much more daunting than the pedagogical one, if only because it is managed and manipulated by much larger forces with a formidable political, economic and cultural agenda. It pertains to the imperialist (Phillipson, 1992) and colonial (Pennycook, 1998) character of English and English-language education. These and other authors have amply demonstrated that, in its march to its present global status, the English language was aided by imperialist and colonial projects.” (Kumaravadivelu, 2003b).

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“The ideological barrier, with its colonial colour, casts a long hegemonic shadow over the English language teaching enterprise throughout the world and manifests itself in the process of marginalization and the practice of self-marginalization (Kumaravadivelu, 2003b).

10.2

FACILITATING FACTORS

strategies

Facilitating factors refer to recent developments that may help cope with, and eventually overcome, the harmful effects of barriers to postmethod pedagogy. In fact, the professional community, both in different places, has recently been exploring the nature and scope of knowledge particularly in light of the emerging process of globalization. (Kumaravadivelu, 2001)

FACILITATING FACTORS

10.3. CONCLUSION

Finally, we mention that both my colleagues and I work as a team to achieve the set goal.

ONE

As a consequence of the exposure in the work. This final chapter has looked at the postmethod predicament: Obstacles

TWO

Clearly, (there are concerted, but not in any sense coordinated, actions being carried out on several fronts) Postmethod pedagogies.

FOUR

The short account of facilitating factors provides indications of a growing awareness to tap local resources to solve local problems using local expertise and experiences.

THREE

English Language Teaching in the Post-Method

challenge your knowledge

1. Do you think that teaching English is an easy task? 2. How do you feel when you use the language? 3. What is your goal as a future teacher? 4. What are your conclusions about the video?

¡THANKS!