1. The Postmethod Era: Toward Informed Approaches
H. D Brown

2. Method vs Methodology Method as a construct or defunct notion
Method : Overused term or mere techniques
Approach or Methodology-systemic ways of applying principles
Postmethod- an alternative to method (Kumaravadivelu, 2001, 2006b)

3. Theory vs. Practice
Dichotomous notion of who produce and consumes knowledge
Power difference b/w theoriests/researchers & practitioners
Teacher empowerment-Teacher as researchers, action research(AR), classroom-based research
Students as researchers?

4. Enlightened/eclectic approach
Continuum of possibilities
Meaning vs. grammar
Analyze language vs intuitive learning
Use of L2(TEE, TETE) vs. L1 Translation
Immediate reward vs. long-term reward
Tough, demanding vs. gentle, caring teacher
Frequent vs. infrequent feedback
Accuracy vs. fluency

5. CLT
Balanced development in four components-grammatical, discourse, sociocultural, strategic competence
Function vs. Form
Fluency vs. accuracy
Skills for real communication in social contexts-authenticity
Autonomous learning with strategies

6. CLT Teacher roles-facilitator, guide
Student Roles- active participants
Reference- ALM vs. CLT (p. 49)

7. CLT
Caveats
Beware of lip service-make sure to understand & practice what you say you do!
Overdoing CLT-some controlled practices work, too!
Many different ways of doing CLT-CLT is an approach not a method!!!

8. TBLT Meaning first Problem-solving through communication
Based on real-world activities
Sequence of steps in task completion
Target outcome must be achieved (Skehan, 1998a)

9. TBLT Target task-what is expected outside class
Pedagogic task-class task to help practice for target task
Tasks may be a series of sequenced techniques or steps which are well planned

10. Learner-centered Approach
Meet learners’ needs, styles, goals
Students’ self-control (group work, strategy training, etc)
Student input is valued
Student creativity & innovation
Enhance students’ sense of competence & self-worth

11. Cooperative Learning
Cooperative vs. competitive (individual-based) model of teaching or learning
Cooperative vs. Collaborative learning:
-who controls the process?
-social constructivist: Issue of power & autonomy, ownership of learning

12. Interactive Learning
Learning through interaction-importance of negotiation of meaning
Pair work, group work
Authentic language input
Produce language for real purposes
Prepare for real language use with tasks
Long’s interaction hypothesis

13. Whole Language Approach
Originates from reading research-phonics vs. whole language
Language is more than sum of its parts
Cooperative, participatory, student-centered, sense of community, social nature of language, authentic & natural language use, meaning-centered, holistic assessment, integration of skills

14. Whole Language Approach
Language as whole
Whole  parts -> Whole
Integrated skills approach
Language entails more than linguistic elements-empower learners by liberating them from social, political, economic forces

15. Content-based Approach
Content and language Integrated Learning(CLIL): EAP or ESP
See Celce-Murcia

16. Other Innovative Approaches
Lexical Approach-Corpus or corpus linguistics
Collocations
Multiple Intelligences (Gardner, 1983, 1999, 2004)
-Linguistic, Logical-mathematical, Musical, Spatial,
Bodily-Kinethetic, Naturalist, Interpersonal,
Intrapersonal
Goleman(1995, 1998)-Emotional Intelligence