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Evolution and current status of the method - Assignment Example

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According to Pennycook (589), the concept of method is prescriptive in nature and expresses a patriarchal, progressivist and positivist perspective of teaching. This is mainly from its definition as a rigid set of hypothetical principles and procedures that teachers should be guided by. He further explains that the concept plays a key role in the maintenance of inequities between male academics and female teachers and language classrooms (Pennycook 589). …
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Evolution and current status of the method

Download file to see previous pages... This is mainly because there is no universal method that is appropriate and suitable for all teaching contexts. Rather, different methods will work better, or even worse, in different contexts and equally important, they are all partially valid (Prabhu 161). For instance, the choice of communicative language teaching can be viewed as an ignorant perception that what is suitable for Europe will also be appropriate for Africa simply because it is a documented method. Essentially, that only serves to develop resistance from learners. The approach of method limits the relationship between teachers and theorizers to one in which teachers are not empowered with knowledge, skill and autonomy implying that they may not devise relevant, coherent and systematic methods based on principled practicality (Kumaravadivelu 1994, p. 537). It is further observed by Brown (74) that the concept of method places all responsibility in the classroom environment upon the teacher and effectively barring students from developing their own initiatives and strategies towards learning. Further, the concept also stifles the notion of self-regulation among learners, which means they cannot develop goal-oriented attempts to direct their learning. Rather, what is preferred is pedagogy of practicality that attempts to go beyond the deficiencies that characterize the dichotomies of the theories of theorists versus the theory of teachers by empowering teachers to form their own theories (Kumaravadivelu 2001, p. 541). ...Download file to see next pagesRead More
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