Postmethod pedagogy and English teaching practices in Bangladesh
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In this book, evidence of postmethod pedagogic practices from the Bangladeshi English teachers' reported classroom practices has been discussed. Kumaravadivelu's model of postmethod pedagogy presents the view that the conventional method-based pedagogy has limitations, as the method based pedagogy arguably undermines the peripheral knowledge base of teaching-learning because of its top-down approach, hence calls for the actualization of location-specific English teaching methodologies. Data of this work was collected through semi structured open-ended interviews, and fourteen English teachers ...
In this book, evidence of postmethod pedagogic practices from the Bangladeshi English teachers' reported classroom practices has been discussed. Kumaravadivelu's model of postmethod pedagogy presents the view that the conventional method-based pedagogy has limitations, as the method based pedagogy arguably undermines the peripheral knowledge base of teaching-learning because of its top-down approach, hence calls for the actualization of location-specific English teaching methodologies. Data of this work was collected through semi structured open-ended interviews, and fourteen English teachers of various schools of Bangladesh took part in the interviews. Findings of this book suggest that although the participant teachers' described classroom teaching characterizes various aspects of the applications of postmethod pedagogy, those teaching practices are not necessarily indicative of the teachers' true understanding (or their ability to apply) of all the constructs of the postmethodpedagogy. The key implication is the necessity for a review of the organizational constructs of the macrostrategic framework to actualise it in the Bangladeshi context.
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