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: Suggested Citation