Postmethod Pedagogy

The Macrostrategic Framework

Stphanie Magny & Sara Downs
February 27th 2006
Kumaravadivelus Timeline
1988: Presented both Creation and Utilization of
Learning Opportunities and Macrostrategies for
ESL Teacher Education at TESOL Conference.

1992: Macrostrategies for the Second/Foreign

Language Teacher published in The Modern
Language Journal.

Cultural awakening ( Bourdieu, Foucault, Said)

resulted in his 1994 article The Post-method
condition: (E)merging strategies for the
Second/Foreign Language Teacher. cf Lyotard with
a postcolonial twist.
Kumaravadivelus Rationale
Concern with impoverished stimulus.

Foray into culture netted a postmodern

and postcolonial view.
Macrostrategies

Defined as "general plans derived from

currently available theoretical, empirical
and pedagogical knowledge."

Our book contains a brief description of

the 10 macrostrategies, so we took the
note at the bottom of page 201 literally.
Microstrategies
.classroom procedures that are designed to
realize the objectives of a particular
macrostrategy.
Must be mindful of learners' needs, wants,
lacks...current level of language
knowledge/ability.
Must be seen through a local lense. Our given
context includes the MELS QEP, ESL objectives,
school resources, etc.
Insight from Beyond Methods
Hierarchy of teacher roles
Teachers as passive technicians
Teachers as reflective practitioners
Teachers as transformative intellectuals
Critical pedagogy
Teacher empowerment
Dissatisfaction with method
Postmethod condition
Alternative to method vs. alternate method
Teacher autonomy
Principled pragmatism
Postmethod Pedagogy
Three dimensional
system comprised of
particularity,
practicality and
possibility.
The 10 macrostrategies
1. Maximize learning 6. Contextualize linguistic
opportunities; input;
2. facilitate negotiated 7. integrate language
interaction; skills;
3. minimize perceptual 8. promote learner
mismatches (10 of); autonomy;
4. activate intuitive 9. ensure social relevance;
heuristics; 10. raise cultural
5. foster language consciousness.
awareness;
The pedagogic wheel
3 parameters of a
postmethod pedagogy
represent the axle or hub.
10 macrostrategies
represent stability and
strength as well as a
systemic relationship.
the outer rim where the
boundary between
language teaching and
language learning blurs.
1. Maximize learning opportunities

Premise: the pre-defined nature of lesson plans,

textbooks and syllabi limit the possibility of
maximizing learning opportunities.
Teachers and learners create and use learning
opportunities.
We need to listen to our learners, as they may
be creating a learning opportunity.
We need to ask the right type of questions
in order to create a learning opportunity.
Associated Microstrategy: Connecting
with the Global Community
Respects MELS QEP in terms of
competency approach, CCCs (xxx) and
BAL.
2. Facilitate negotiated interaction

Talking to learn
Swain & Lapkin (1998)
Henry Sweet (1899 1964)
Types of interactional activities
Interaction as textual activity
Interaction as an interpersonal activity
Interaction as ideational activity
3. Minimize perceptual mismatches

Between intentions & interpretations of

students, teachers and teacher educators
10 perceptual mismatches
1. Cognitive 6. Cultural
2. Communicative 7. Evaluative
3. Linguistic 8. Procedural
4. Pedagogic 9. Instructional
5. Strategic 10.Attitudinal
4. Foster language awareness

Any attempts to draw students attention

to formal & functioning properties
6. Promote learner autonomy

Equipping students with means necessary

to self-direct & self-monitor their own
learning
7. Ensure social relevance

Being sensitive to societal, political,

economical & educational environment
8. Raising cultural awareness

Treat students as cultural informants

Encourage them to engage in a process of

classroom participation

Put premium on their power & knowledge

Now it's your turn to
postmethod!
After reading/hearing about this, how will
it affect your teaching practice?
In regards to the teacher role hierarchy,
where would you like to be?
Questions to ponder

What are the implications of becoming a

transformative intellectual?
To what extent do teacher education
programmes prepare student teachers to
become transformative intellectuals?
References:

http: //mingo.info-science.uiowa.edu/
Swain, M ( 1995) Three functions of
output.