A macro perspective on key issues in English as second language (ESL) pedagogy in the postmethod era: Confronting challenges through sociocognitive-transformative approach

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Document Type

Article

Source Title

Asia-Pacific Education Researcher

Volume

23

Issue

3

First Page

435

Last Page

449

Publication Date

1-1-2014

Abstract

The second language teaching has been constantly experiencing paradigm shifts. Teaching approaches and pedagogical beliefs come and go, others are modified and updated. With these developments, a number of new and perennial issues arise as well. This paper, then, identifies the transitions and developments in the second language pedagogy from the traditional methods to postmethod. With the increasing influence of postmethod pedagogy in language classrooms, this paper attempts to discuss and shed light on these key issues derived from recent literature and studies using the grounded theory. This paper further aims to offer alternatives on how these challenges can be confronted using an ESL teaching model and teaching-learning principles from a sociocognitive-transformative perspective. © 2013 De La Salle University.

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Digitial Object Identifier (DOI)

10.1007/s40299-013-0119-4

Disciplines

English Language and Literature

Keywords

English language—Study and teaching—Foreign speakers

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