The Postmethod Era Chapter 3 Brown (2007) by Katalina Perez

The Postmethod approach aimed at addressing teachers' and learners' particular needs
1. "Action research" and "Classroom-based research" provide an opportunity for teachers to relate research and practice in the classroom and apply it in the real world to avoid a disconnect between too much theory and scarce practice.
  1. There's a new tendency to develop your own approach, which is well-informed, based on research and experience and tailored to your students' needs.
    1. An approach can be defined as a dynamic and changing way of providing learning opportunities to our students
Communicative Language Teaching
1. It's also called "communicative approach"
  1. It can be defined as an approach that uses communication as the objective and the means of learning
    1. The teacher is considered a facilitator rather than an instructor, whose main objective is to create learning opportunities for students
      1. Main characteristics: focuses on all aspects of communicative competence, both form and function are important, fluency and accuracy are both important, focuses on real-world contexts, students are encouraged to focus on their own learning, teacher as facilitator, and students are active participants in their own learning
Task-Based Language Teaching
1. It's also called "Task-based instruction"
  1. This approach focuses on the use of authentic language and the use of tasks that reflect real life interactions
    1. Best types of tasks identified for this approach: open-ended, structured, teacher-fronted, small group, and pair work
      1. Main characteristics: tasks take students from form to real-world contexts, communicative and meaningful tasks, engaging tasks that promote problem-solving activity
Learner-Centered Instruction
1. The term applies to curricula and specific techniques
  1. This approaches engaging in hard work, reflecting on their learning process, and learning independently or collaboratively.
    1. Techniques focus on learners' needs, styles, and goals and gives students some control over the types of activities
Cooperative Learning
1. This approach aims at organizing activities into academic and social learning experiences.
  1. The objective goes beyond group work, it seeks to promote positive interdependence, so that students cooperate with each other to learn together.
    1. The characteristics of this approach are the same as in the learner-centered approach.
Other approaches
1. Interactive Learning seeks to emulate the interactive nature of communication and promotes interaction in the classroom.
  1. Whole Language Education is the approach that seeks to view language as a whole, not in pieces, learning is viewed as student-centered, interactive, social, cooperative and focused on meaning.
    1. Content-Based Instruction (CLT) is the integration of content learning with language teaching objectives. Language is the vehicle for learning other subjects, like history, science, etc. to make learning more meaningful.
      1. Other CLT Approaches
        Lexical Approach is the idea that an important part of learning a language consists of being able to understand and produce lexical phrases as chunks.
        Multiple Intelligences brings Gardner's theory into language learner. Gardner (1983) has identified the following intelligences: Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Musical, Intrapersonal, Interpersonal and Naturalist. The main idea behind it is for teachers to address all these learning styles in the classroom to promote learning opportunities for all.

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The Postmethod Era Chapter 3 Brown (2007) by Katalina Perez

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