English Language Teaching with Engagement in Mind
Implementing Post Method Approaches
DOI:
https://doi.org/10.51611/iars.irj.v12i02.2022.204Keywords:
Post-Method Approaches, ELT, Second Language Teaching, English Language Teaching MethodologyAbstract
This research studies the post method approaches in the English language teaching context of Pakistan. The study argues that methods are colonial legacy which are imposed upon all the cultural and social settings. The post-method approaches like particularity, practicality and possibility can bring drastic change in English language teaching of Pakistani context. This research has used qualitative questionnaires for collecting data. The selection of research participants is based on purposive sampling. The findings reveal that the post method approach makes teaching and learning effective by emphasizing on the conxtet of the students and situation. Therefore, this study has investigated the post method strategies and approaches practiced in the ELT context of Pakistan.
Downloads
References
Brakke, D. F., & Brown, D. T. (2002). Assessment to improve student learning. New Directions for Higher Education, 2002(119), 119-122. doi:10.1002/he.81 DOI: https://doi.org/10.1002/he.81
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. SAGE.
Freire, P. (1972). Pedagogy of the oppressed. New York: Herder and Herder.
Khong, T. D., & Saito, E. (2014). Challenges confronting teachers of English language learners. Educational Review, 66(2), 210-225. doi:10.1080/00131911.2013.769425 DOI: https://doi.org/10.1080/00131911.2013.769425
Kumaravadivelu, B. (2006). Understanding language teaching: From method to Postmethod. Routledge. DOI: https://doi.org/10.4324/9781410615725
McLaren, P. (1995). An interview with Movimento Boneco(a) from Universidade federal de Santa Catarina—Brasil. International Journal of Educational Reform, 4(2), 203-209. doi:10.1177/105678799500400210. DOI: https://doi.org/10.1177/105678799500400210
Richards, H. (2013). Unbounded organisation and the future of socialism. Education as Change, 17(2), 229-242. doi:10.1080/16823206.2013.803662 DOI: https://doi.org/10.1080/16823206.2013.803662
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Lutif Ali Halo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Author(s) hold complete right on the content of this article. Copyright to the content are governed as per Copyright Policy of the Journal.