Download Beyond Methods: Macrostrategies for Language Teaching by B. Kumaravadivelu PDF

By B. Kumaravadivelu

During this paintings, B. Kumaravadivelu offers a macrostrategic framework designed to assist either starting and skilled language academics enhance a scientific, coherent and private thought of perform. His booklet deals to supply the instruments a instructor wishes with a view to self-observe, self-analyze, and self-evaluate his or her personal educating acts. The framework includes ten macrostrategies in line with present theoretical, empirical and experiential wisdom of moment language and overseas language educating. those options permit academics to guage school room practices and to generate suggestions and actions for figuring out instructing objectives. With checklists, surveys, tasks and reflective initiatives to inspire serious considering, the booklet is designed to be either functional and obtainable.

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Such an interactive process effectively minimizes the role of teachers’ prepared agenda, the textbook, and the syllabus and, conversely, maximizes the role of the teacher and the learner in the classroom. 1 Focus on any language teacher education program (pre-service or in-service) that you are recently associated with, either as a student or as a teacher. What has been the main thrust of that program: (a) learning how to use teaching techniques, write lesson plans, use textbooks, and follow syllabuses, or (b) learning how to manage classroom interaction in order to generate learning opportunities in class?

They go on to say that supporters of this teacher-as-implementer approach “exhibit ideological naiveté. They are unable to recognize that the act of selecting problems for teachers to research is an ideological act, an act that trivialized the role of the teacher” (Kincheloe, 1993, pp. 185 –6). A huge obstacle to the realization of the kind of flexibility and freedom that critical pedagogists advocate is that the artificial dichotomy between the theorist and the teacher has been institutionalized in the teaching community and that most teachers have been trained to accept the dichotomy as something that naturally goes with the territory.

21) points out, “Language is the place where actual and possible forms of social organization and their likely social and political consequences are defined and contested. ” This is even more applicable to L2 education, which brings languages and cultures in contact (see chapters 11 and 12 for more details). Understanding postmethod pedagogy 37 To sum up this section, I have suggested that one way of conceptualizing a postmethod pedagogy is to look at it three-dimensionally as a pedagogy of particularity, practicality, and possibility.

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