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    Rejoinder 2 Bussaya

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    Bussaya
    The article reviews Kumaravadivelu's work on post-method pedagogy, which challenges traditional language teaching methods. The review is divided into three sections: (1) defining the key aspects of post-method pedagogy, (2) applying post-method pedagogy in practice, and (3) addressing potential issues. Kumaravadivelu argues that post-method pedagogy should be seen as an alternative approach based on principles of particularity, practicality, and possibility. He also provides guidance for teachers, learners, and educators in applying this approach. However, the reviewer notes that fully realizing post-method pedagogy faces challenges like the need for experience, support, and clear guidance

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    Rejoinder 2 Bussaya

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    Bussaya
    21 views2 pages
    The article reviews Kumaravadivelu's work on post-method pedagogy, which challenges traditional language teaching methods. The review is divided into three sections: (1) defining the key aspects of post-method pedagogy, (2) applying post-method pedagogy in practice, and (3) addressing potential issues. Kumaravadivelu argues that post-method pedagogy should be seen as an alternative approach based on principles of particularity, practicality, and possibility. He also provides guidance for teachers, learners, and educators in applying this approach. However, the reviewer notes that fully realizing post-method pedagogy faces challenges like the need for experience, support, and clear guidance

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    The article reviews Kumaravadivelu's work on post-method pedagogy, which challenges traditional language teaching methods. The review is divided into three sections: (1) defining the key aspects of post-method pedagogy, (2) applying post-method pedagogy in practice, and (3) addressing potential issues. Kumaravadivelu argues that post-method pedagogy should be seen as an alternative approach based on principles of particularity, practicality, and possibility. He also provides guidance for teachers, learners, and educators in applying this approach. However, the reviewer notes that fully realizing post-method pedagogy faces challenges like the need for experience, support, and clear guidance

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    21 views2 pages

    Rejoinder 2 Bussaya

    Uploaded by

    Bussaya
    The article reviews Kumaravadivelu's work on post-method pedagogy, which challenges traditional language teaching methods. The review is divided into three sections: (1) defining the key aspects of post-method pedagogy, (2) applying post-method pedagogy in practice, and (3) addressing potential issues. Kumaravadivelu argues that post-method pedagogy should be seen as an alternative approach based on principles of particularity, practicality, and possibility. He also provides guidance for teachers, learners, and educators in applying this approach. However, the reviewer notes that fully realizing post-method pedagogy faces challenges like the need for experience, support, and clear guidance

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    Summary of the article

    The critical review article is written by Kumaravadivelu appraising on the post-method


    pedagogy which has been a ground-breaking movement in English language education across the
    world. The author divides his article into three main sections: (1) conceptualizing the
    fundamental components of postmethod pedagogy, (2) actualizing the postmethod pedagogy and
    (3) problematizing the postmethod pedagogical implications. In the first section, the author
    proposes that the postmethod pedagogy should be considered as “an alternative procedure” rather
    than “a new approach” in accordance with the conditions of three parameters: particularity,
    practicality, and possibility. In the second part, the author provides suggestions and solutions to
    the postmethod teachers, learners, and educators. The author emphasizes that postmethod
    educators should not be only teachers or practitioners, but they should also act as pedagogic
    explorers to realize this educational movement. In the final section, the author raises an
    awareness of potential challenges and problematizing such postmethod pedagogy. Even though
    the author summarizes his critique by the end of each section, Kumaravadivelu does not
    summarize the final part as he might consider it as an introduction rather than a conclusion of
    this postmethod pedagogical movement.

    Evaluation
    The author has thoroughly reviewed and critically synthesized on the phenomenal
    implications on postmethod pedagogy. His employment of word choices and systematic writing
    organization help the readers to centralize the focal significance raising awareness and concerns
    for all educational stakeholders to realize such challenges and other subtle factors that might
    obstruct the actualization of such pedagogical parameters including particularity, practicality,
    and possibility, with his great politeness in a well-written form of critical review article.

    Despite its merits, the postmethod pedagogy is not easy to realize since it requires a great
    deal of sophisticated experience and socio-political support as well as a clear guidance for
    followers of the postmethod pedagogy, all of which may take a great time and trial. Moreover,
    the problematizing postmethod pedagogic issues seem too overwhelming to cope without
    consistent support of government sectors and national institutions of education. Nevertheless, it
    does not mean that it is impossible to make a change because Kumaravadivelu eventually implies
    us that the implementation of this postmethod pedagogy has only just begun.

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