The logic of postmethod in language teaching proposes a shift in the way we approach language teaching. It aims to move beyond the limitations of traditional language teaching methods and embrace a more flexible and adaptable approach to teaching.
One of the key aspects of the postmethod condition is the emphasis on pedagogic parameters. These parameters provide a framework for language teaching that is more focused on the needs and goals of individual learners. The three pedagogic parameters are the parameter of particularity, the parameter of practicality, and the parameter of possibility.
The parameter of particularity
The parameter of particularity emphasizes the uniqueness of each learner and the need for personalized learning. This parameter recognizes that learners have different learning styles, needs, and preferences. Therefore, the language teaching approach should be tailored to meet the specific needs and goals of each individual learner.
The parameter of practicality
The parameter of practicality emphasizes the need for language teaching to be practical and relevant to the real world. This parameter recognizes that language learners need to develop the language skills that are necessary for communication in real-world situations. Therefore, language teaching should focus on teaching learners the language skills they need to communicate effectively in real-life contexts.
The parameter of possibility
The parameter of possibility emphasizes the need for language teaching to be open and adaptable. This parameter recognizes that language teaching is constantly evolving and that teachers need to be open to new approaches and methods. Therefore, language teaching should be flexible and adaptable, and teachers should be willing to experiment with new teaching strategies and techniques.
In conclusion, the logic of postmethod suggests that language teaching needs to move beyond the limitations of traditional methods and embrace a more flexible, adaptable, and learner-centered approach. The pedagogic parameters provide a framework for language teaching that is focused on meeting the unique needs and goals of individual learners while also emphasizing the practicality and relevance of language learning in the real world.
Pedagogic indicators refer to the characteristics of both the postmethod learner and the postmethod teacher. These indicators are important in defining the roles and responsibilities of both parties in a postmethod language teaching setting.
The postmethod learner
The postmethod learner is an active participant in the learning process. They are not just passive recipients of information but actively engage in the learning process. They take ownership of their learning and set their own learning goals. They are also aware of their strengths and weaknesses and work on improving them. The postmethod learner is motivated, curious, and willing to take risks.
The postmethod teacher
On the other hand, the postmethod teacher takes on a more facilitative role. They act as a guide, helping learners to identify their needs, goals, and interests. The postmethod teacher does not just impart knowledge but also helps learners develop critical thinking skills, problem-solving abilities, and autonomy. The postmethod teacher also uses a range of strategies and techniques to cater to the diverse needs of learners.
Overall, the pedagogic indicators of the postmethod approach emphasize the importance of collaboration, flexibility, and learner autonomy.