Gupta, Anju S
(2015)
Beyond Methods: Macrostrategies for Language Teaching.
Language and Language Teaching, 4 (1).
pp. 63-64.
ISSN 2277-307X
Abstract
There are very few academic books that one can term exciting, and fewer still that one can safely predict will have a great impact on L2 teaching-learning in the twenty-first century. B. Kumaravadivelu’s book about language
teaching in the Post-Method era, Beyond Methods: Macrostrategies for Language Teaching is indeed such a book. For over a century, language educators sought
to solve the problems of language teaching by focusing their attention almost exclusively on Method. Traditionally, it was believed that if we followed the right set of teaching principles, it would lead to effective learning outcomes. However, this thinking has been questioned of late as we have witnessed the rise and fall of several methods in the recent history of
language teaching-learning. Most of these methods were meant to produce fluent learners of L2, but evidently, this did not happen. Hence, there is disillusionment with ‘method’ as a means of solving teaching-learning problems. In this ‘postmethod era’, the attention has shifted from
method to pedagogy, i.e. to the teaching-learning processes and the contribution of the teacher in these processes.
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