The Postmethod Condition
(E)merging Strategies for Second/Foreign Language Teaching
Bibliographic Data
| ID | 5771481 |
|---|---|
| Authors | B Kumaravadivelu (San Jose State University, corresponding author) |
| Year | 1994 |
| Volume | 28 |
| Issue | 1 |
| Pages | 27-27 |
| Publication date | 1994-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.2307/3587197 |
| OpenAlex | W2102192443 |
| Language | EN |
| Citations received | 125 |
| References cited | 28 |
Recent explorations in L2 pedagogy signal a shift away from the conventional concept of method toward a "postmethod condition" that can potentially refigure the relationship between theorizers and teachers by empowering teachers with knowledge, skill, and autonomy. So empowered, teachers could devise for themselves a systematic, coherent, and relevant alternative to method, one informed by principled pragmatism. The postmethod condition can also reshape the character and content of L2 teaching, teacher education, and classroom research. In practical terms, it motivates a search for an open-ended, coherent framework based on current theoretical, empirical, and pedagogical insights that will enable teachers to theorize from practice and practice what they theorize. This paper explores one such framework consisting of 10 macrostrategies, based on which teachers can design varied and situation-specific microstrategies or classroom techniques to effect desired learning outcomes. The paper maintains that the framework can be used to transform classroom practitioners into strategic teachers as well as strategic researchers
Foreign language teaching · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
On Investigating the Symbolic Power of Educational Enterprises in NTT Province
A tradução pedagógica
O ensino da gramática
Algumas reflexões sobre a abordagem comunicativa, o pós-método e a prática docente
Pesquisa no contexto pedagógico de Inglês – LE
The role of a consciousness-raising task in a focused-task sequence
A Move toward Learner-Centred Foreign Language Pedagogy
Self-regulatory learning strategies involving the use of linguistic landscape
Text approach methodology in translators training (economic discourse)
Theorizing Frameworks for English Language Teaching
The Relationship Between Consciousness, Interaction and Language Learning
Student teachers’ collaborative construction of grammar awareness
Fomento de la concienciación lingüística del profesorado en formación. Estudio de caso
[Inverted Question Mark]" Zapatero a tus zapatos"? Action Research in the Spanish Language Classroom
Global Englishes for Language Teaching
ELF Awareness in English Language Teaching
Interlanguage Pragmatics
Negative Evidence in Language Classroom Activities
Percepción de los estudiantes universitarios sobre el uso de la Inteligencia Artificial en la producción escrita en lengua extranjera
Pop music in informal foreign language learning
Efficacy and Contextual Dimensions of Task-Based Language Teaching
Exemplar of Micro Strategies in Teaching Speaking in Indonesian Context
The instrumentalized perception of english for competitiveness
Ensino De Português Do Brasil Para Hispânicos
Practices of an English language classroom from a postmethod perspective
Proposta de uma unidade didática de português língua estrangeira a partir de uma atitude interdisciplinar
Estratégias de aprendizagem individual no ensino de Alemão como Língua Adicional
Noticing, automonitoramento e (des)fossilização
Towards Post-postmethodism
Use of Mind-Mapping in Language Learning
Memes to Foster L2 Speaking and Writing
Compreensões de professores acerca do termo tarefa comunicativa
Proposta para o trabalho com os aspectos fonético-fonológicos por meio da Aprendizagem Baseada em Problemas
A argumentação como ferramenta dialógica no processo de formação continuada de professores de Língua Inglesa no contexto da EJA
Gamification in English language classes
Refletir é preciso
Modelo de ensino-aprendizagem híbrido de alemão no Brasil
Formação de professores de línguas para crianças
Y al fin, ¿en dónde nos deja el enfoque comunicativo
The Post-method teacher in the artificial intelligence age
Reimagining educational linguistics
A living curriculum for language education
Curadoria crítico-afetiva na Raple Francês
Innovación en entornos educativos sinohablantes
"My class is mine, and I do it my way", empowering EFL teachers through theorizing practice
Peer interaction, cognitive conflict, and anxiety on a Grammar Awareness course for language teachers
Português Como Língua De Acolhimento Para Surdos
Where Translation Studies lost the plot
Cultural Semiospheres in Contact in Foreign Language Teaching
Do EFL Teachers ‘Critically’ Engage in Cultural Awareness? A Mixed-Method Investigation
Análisis del tratamiento de las formas canto y cante en un corpus de manuales de ELE
Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools
They learn the CLIL way, but do they like it? Affectivity and cognition in upper-primary CLIL classes
Thinking Teaching Unplugged with Rhizomatic Curriculum
Philippine English and Global Englishes-inspired grammar teaching
La construcción de sujetos sociales en los programas de formación de la lengua extranjera
Contextual Influences on Instructional Practices
Phonology Courses Offered by Matesol Programs in the U.S
Cross-Cultural Paradoxes in a Profession of Values
The Quality of Language Learning Opportunities
Tesol Methods
Teacher's Handbook
Sexual Identities in ESL
EFL Teaching in the Ukraine
Method and Postmethod
Linking Adult Learners with the Education of L2 Teachers
Tesol at Forty
Direct Approaches in L2 Instruction
Toward a Postmethod Pedagogy
EFL Teachers’ Reflective Teaching
Speaking self-assessment
Non amabam Litteras Graecas. Note sulla Testimonianza di Sant’Agostino come Discente del Greco Antico Rivisitata alla Luce della Second Language Acquisition
Do método à autonomia do fazer crítico
Material Didático Virtual Livre Para O Ensino E a Aprendizagem De Italiano No Âmbito Dos Centros De Estudos De Línguas Do Estado De São Paulo
The Effect of Consciousness-Raising Listening Prompts on the Development of the Speech Act of Apology in an Iranian EFL Context
From Theory to Practice
An Intercultural Approach for Language Teaching
Professional Development of EFL Teachers in Colombia
On Alternative and Additional Certifications in English Language Teaching
From western Tesol classrooms to home practice
Action researching power in an ESL and academic writing classroom
La investigación en acción
Deciphering Babel
Adaptive Pedagogical Change Through Peer Coaching Towards Student‐Centred, Strategy‐Based EFL Reading
Applied linguistics and the choices people make (or do they?)
Chacun à son gout? Task‐based L2 pedagogy from the teacher's point of view
Target Language Use in Foreign Language Classrooms
The target language revisited
Exploring expert teachers' cognitions and practices of teaching English speaking and their students’ experiences and engagement
Focus on grammatical form
Validating an English language teaching reflection inventory in a Chinese EFL context
Tradition and transition in English language teaching methodology
Development of English language teaching reflection inventory
Techniques and Principles in Language Teaching (Second Edition)
Reflections on reflection
Alignment between intended and enacted pedagogies
Report on the summer school ‘Linguistic Theory in Second and Foreign Language Teaching’ 31 August–4 September 2018, Braunschweig, Germany
Research on language teaching and learning in Austria (2004–2009)
Research on language learning and teaching
Intercultural communication and related courses taught in tesol masters' degree programs
Second language pedagogy
Aspects of Language Teaching
Reflective Teaching in Second Language Classrooms
Learning Strategies in Second Language Acquisition
Input, Interaction, and Second‐language Acquisition
Comprehensible Output as an Outcome of Linguistic Demands on the Learner
Non-native/Non-native Conversations
Consciousness-Raising and the Second Language Learner1
Second-Language Acquisition, Social Interaction, and the Classroom
The Importance of Interaction in Classroom Language Learning
Input Enhancement and L2 Question Formation
Rethinking Power and Solidarity in Gender and Dominance
The role of topicalization in classroom language learning
Readings in Applied Transformational Grammar
The Alchemy of English
Self-Instruction in Language Learning
Tesol at Twenty-Five
The Effects of Referential Questions on ESL Classroom Discourse
The Impact of Interaction on Comprehension
Teaching Language Minority Students in the Multicultural Classroom
Language Learning
There Is No Best Method-Why
The Concept of Method, Interested Knowledge, and the Politics of Language Teaching
Communicating about Grammar
Learning to Learn English
Whole Language in Tesol
Awareness and Second Language Acquisition
Evidence for Multicompetence
| Unique citing works | 125 |
|---|---|
| Citations per year | 3,91 |
| Citation span | 1994 - 2026 (33) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 111 |