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Toward a Postmethod Pedagogy

B. Kumaravadivelu
TESOL Quarterly
Vol. 35, No. 4 (Winter, 2001), pp. 537-560
DOI: 10.2307/3588427
Stable URL: http://www.jstor.org/stable/3588427
Page Count: 24
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Toward a Postmethod Pedagogy
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Abstract

As a consequence of repeatedly articulated dissatisfaction with the limitations of the concept of method and the transmission model of teacher education, the L2 profession is faced with an imperative need to construct a postmethod pedagogy. In this article, I conceptualize the parameters of a postmethod pedagogy, offer suggestions for implementing it, and then raise questions and concerns that might come up in implementing it. Visualizing a three-dimensional system consisting of the parameters of particularity, practicality, and possibility, I argue that a postmethod pedagogy must (a) facilitate the advancement of a context-sensitive language education based on a true understanding of local linguistic, sociocultural, and political particularities; (b) rupture the reified role relationship between theorists and practitioners by enabling teachers to construct their own theory of practice; and (c) tap the sociopolitical consciousness that participants bring with them in order to aid their quest for identify formation and social transformation. Treating learners, teachers, and teacher educators as coexplorers, I discuss their roles and functions in a postmethod pedagogy. I conclude by raising the prospect of replacing the limited concept of method with the three pedagogic parameters of particularity, practicality, and possibility as organizing principles for L2 teaching and teacher education.

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