By B. Kumaravadivelu
During this paintings, B. Kumaravadivelu provides a macrostrategic framework designed to aid either starting and skilled language academics improve a scientific, coherent and private idea of perform. His publication deals to supply the instruments a instructor wishes as a way to self-observe, self-analyze, and self-evaluate his or her personal educating acts. The framework comprises ten macrostrategies in keeping with present theoretical, empirical and experiential wisdom of moment language and overseas language educating. those ideas permit academics to guage school room practices and to generate options and actions for understanding instructing ambitions. With checklists, surveys, tasks and reflective initiatives to inspire serious considering, the ebook is designed to be either sensible and obtainable.
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Extra resources for Beyond Methods: Macrostrategies for Language Teaching
Emerging gradually over the years, and accelerating during the last decade, are critical thoughts that question the nature and scope of method, and creative ideas that redefine our understanding of method. Having witnessed how methods go through endless cycles of life, death, and rebirth, the language teaching profession seems to have reached a state of heightened awareness—an awareness that, as long as we remain in the web of method, we will continue to get entangled in an unending search for an unavailable solution; that such a search drives us to continually recycle and repackage the same old ideas; and that nothing short of breaking the cycle can salvage the situation.
The Pedagogic Wheel 42 Understanding postmethod pedagogy What the pedagogic wheel also indicates is that the ten macrostrategies are typically in a systemic relationship, supporting one another. That is to say, a particular macrostrategy is connected with and is related to a cluster of other macrostrategies. For instance, as will become clear in the following pages, there may be a single exercise or a task that can facilitate negotiated interaction, activate intuitive heuristics, foster language awareness, and raise cultural consciousness all at once.
As Henry Widdowson (1990, p. 50) observes: “It is quite common to hear teachers say that they do not subscribe to any particular approach or method in their teaching but are ‘eclectic’. ” He further asserts that “if by eclecticism is meant the random and expedient use of whatever technique comes most readily to hand, then it has no merit whatever” (p. 50). While there have been frequent calls for teachers to develop informed or enlightened eclecticism based on their own understanding of the strengths and weaknesses of established methods, teacher education programs seldom make any sustained and systematic effort to develop in prospective teachers the knowledge and skill necessary to be responsibly eclectic.