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Method, post-method, language teaching practice, new pedagogical era. Diana Katerine Martínez Rodríguez Candidata a Master en Enseñanza de lengua extranjera por la Universidad Pedagógica y Tecnológica de Colombia (UPTC). Acutualmente profesora de lengua a tiempo completo en el Colegio Silveria Espinosa de Rendón School en Bogotá.
First and foremost, any postmethod pedagogy has to be a pedagogy of particularity. That is to say, language pedagogy, to be relevant, must be sensitive to a particular group of teachers teaching a particular group of learners pursuing a particular set of goals within a particular institutional context embedded in a particular sociocultural milieu.
20 de dic. de 2020 · PDF | Postmethod pedagogy is first put forwarded by Kumaravadivelu in 1994. It emerged in responding the demand for a most effective way of teaching... | Find, read and cite all the research...
1 de ene. de 2009 · PDF | This paper brings new insights into teacher growth by discussing the place of conventional teaching methods and post-method pedagogy. Post-method... | Find, read and cite all the...
Resumen. Uno de los temas más actuales pero desconocidos para la nueva era de profesores de inglés es el Post Méto-do. Su correcto uso causa un gran impacto en el campo de la enseñanza y el aprendizaje de la lengua extranje-ra. Por esta razón, El Post Método ha sido considerado como el inicio de una nueva era pedagógica.
This small-scale study explores English language practitioners' experience and their views about applying method-based and post-method pedagogies. Semi-structured pre-and post-interviews were conducted from eight participants.
This paper attempts to make sense of the postmethod condition. I begin by outlining the major characteristics of the postmethod condition implicit in the current literature on L2 teaching methods. I then suggest a strategic framework of L2 teaching that is sensitive to the demands of the postmethod condition.
