POSTMETHOD

The Postmethod Condition refers to the current state of language teaching, where the traditional, prescriptive, and rigid language teaching methods have become obsolete. The concept of postmethod pedagogy was introduced by Kumaravadivelu in 1994 and refers to an approach to language teaching that goes beyond the traditional methods and is more dynamic, context-sensitive, and learner-centered.
One of the key tenets of the postmethod condition is the rejection of the idea of a single, best method for teaching a second language. Kumaravadivelu argues that the so-called “method wars” of the past, where various language teaching methods were pitted against each other, were not productive and did not lead to improved language learning outcomes. Instead, the postmethod approach focuses on creating a flexible, adaptable, and responsive pedagogy that can be tailored to the needs, interests, and abilities of individual learners.
The postmethod condition is also characterized by a greater emphasis on the social, cultural, and political contexts of language teaching and learning. Postmethod pedagogy recognizes that language is not a neutral or apolitical entity and that language teaching cannot be divorced from broader social and cultural issues. Therefore, language teaching must take into account the diverse linguistic, cultural, and social backgrounds of learners and create opportunities for critical reflection, intercultural awareness, and social justice.
Overall, the postmethod condition represents a shift away from traditional, behaviorist approaches to language teaching and towards a more dynamic, learner-centered, and context-sensitive approach. It emphasizes the importance of developing critical and reflective language learners who can navigate the complex linguistic and cultural landscape of the contemporary world.