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1、TowardaPostmethodPedagogyB.KUMARAVADIVELUSanJoséStateUniversitySanJosé,California,UnitedStatesAsaconsequenceofrepeatedlyarticulateddissatisfactionwiththelimitationsoftheconceptofmethodandthetransmissionmodelofteachereducation,theL2professionisfacedwithanimperativeneedtoconstructapostmethodpedagog
2、y.Inthisarticle,Iconceptualizetheparametersofapostmethodpedagogy,offersuggestionsforimplement-ingit,andthenraisequestionsandconcernsthatmightcomeupinimplementingit.Visualizingathree-dimensionalsystemconsistingoftheparametersofparticularity,practicality,andpossibility,Iarguethatapostmethodpedagogy
3、must(a)facilitatetheadvancementofacontext-sensitivelanguageeducationbasedonatrueunderstandingoflocallinguistic,sociocultural,andpoliticalparticularities;(b)rupturethereifiedrolerelationshipbetweentheoristsandpractitionersbyenablingteacherstoconstructtheirowntheoryofpractice;and(c)tapthesociopoliti
4、calconsciousnessthatparticipantsbringwiththeminordertoaidtheirquestforidentityformationandsocialtransforma-tion.Treatinglearners,teachers,andteachereducatorsascoexplorers,Idiscusstheirrolesandfunctionsinapostmethodpedagogy.Iconcludebyraisingtheprospectofreplacingthelimitedconceptofmethodwiththeth
5、reepedagogicparametersofparticularity,practical-ity,andpossibilityasorganizingprinciplesforL2teachingandteachereducation.The1990switnessedararecongruenceofrefreshinglynewideasthatcanfundamentallyrestructuresecond/foreignlanguageteachingandteachereducation.Amongthemaretwomutuallyinformingcur-rents
6、ofthought:Oneemphasizestheneedtogobeyondthelimitationsoftheconceptofmethodwithacalltofindanalternativewayofdesigningeffectiveteachingstrategies(Clarke,1994;Kumaravadivelu,1994;Prabhu,1990),andanotheremphasizestheneedtogobeyondthelimitationsofthetransmissionmodelofteachereducationwithacalltofindanal
7、ternativewayofcreatingefficientteachingprofessionals(Freeman&Johnson,1998;Johnson,2000;Woods,1996).Theresulthasbeenagreaterawarenessofissuessuchasteacherbeliefs,teacherreasoning,andteachercognition.Acommonthreadthatruns
