A Macro Perspective on Key Issues in English as Second Language (ESL) Pedagogy in the Postmethod Era: Confronting Challenges Through Sociocognitive-Transformative Approach

The Asia-Pacific Education Researcher, Vol. 23 No. 3

16 Pages Posted: 10 Feb 2016

Date Written: September 8, 2014

Abstract

Second language teaching has been constantly experiencing paradigm shifts. Teaching approaches and pedagogical beliefs come and go, others are modified and updated. With these developments, a number of new and perennial issues arise as well. This paper, then, identifies the transitions and developments in second language pedagogy from the traditional methods to postmethod. And with the increasing influence of postmethod pedagogy in language classrooms, this paper attempts to discuss and shed light on these key issues derived from recent literature and studies using the grounded theory. This paper further aims to offer alternatives on how these challenges can be confronted using an L2 teaching model and teaching-learning principles from a sociocognitive-transformative perspective.

Keywords: sociocognitive-transformative approach, sociocognitive approach, transformative learning, postmethod pedagogy, L2 pedagogy, 21st century learning

JEL Classification: Y9

Suggested Citation

Barrot, Jessie, A Macro Perspective on Key Issues in English as Second Language (ESL) Pedagogy in the Postmethod Era: Confronting Challenges Through Sociocognitive-Transformative Approach (September 8, 2014). The Asia-Pacific Education Researcher, Vol. 23 No. 3 , Available at SSRN: https://ssrn.com/abstract=2729347

Jessie Barrot (Contact Author)

National University ( email )

551 MF Jhocson St.
Sampaloc
Manila, National Capital Region 1008
Philippines

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