Many educationists who are engrossed in the field of Argentinian foreign language teaching argue that there is a need to create a post method pedagogy. The development of new thoughts is focused on finding new productive teaching strategies by raising teachers’ awareness of their beliefs, reasoning and practices inside and outside a language classroom. Considering this new inklings of a post method pedagogy, it can be possible to restructure the Argentinian foreign language teaching and language education as well. It is important to underline that a post method pedagogy consists of political, historical and sociocultural experiences which affect the foreign language education. Therefore, this may be seen as a three- dimensional system which
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This kind of pedagogy is ascribed to the relationship between theory and practice. Many educationists suppose a differentiation between the professional theories from personal theories or teacher’s theories. The former ones are developed by experts. The latter ones are created by teachers using the previous ones in practical situations. Furthermore, these teacher-generated theories may determine the development of reflective teaching and action research so as to construct the teacher’s own context-sensitive pedagogic knowledge. Therefore, it can be claimed that ‘no theory of practice can be useful and usable unless it is generated through practice’ (Kumaravadivelu, 2001, p 541). In that way, teachers are encouraged to “theorise what they practice and practice what they theorise” (Kumaravadivelu, 2001, p 541). By doing this, teachers can select the most appropriate way to teach a particular group in a specific …show more content…
Nowadays, many educators base their practices on a predetermined set of principles to achieve predetermined generic objectives. However, if a pedagogy of particularity is taken into account, the particularities of each language classroom may assist the teaching and learning process. So, by comprehending the sociocultural and local linguistic particularities, the production of a context-sensitive pedagogy knowledge may be facilitated. Thus, every theory needs to be emerged in the practice. In Argentinian language classrooms, the relationship between theory and practice is a problematic situation because it is thought that teachers have to consume and to put into practice the knowledge produce by theorists. Nevertheless, by applying a pedagogy of practicality, teachers are advocated to generate theories by observing, interpreting, reflecting on their practices as well as to practice what they theorise. In that way, teachers may adapt the knowledge to the corresponding environment where the teaching process takes place. Not only this type of pedagogy brings new learning and teaching opportunities in the Argentinian language classrooms but also does it work as a way of transforming other possibilities outside the classroom. Unfortunately, in Argentina language education is virtually based on linguistic elements that are used inside the classroom rejecting the
This kind of pedagogy is ascribed to the relationship between theory and practice. Many educationists suppose a differentiation between the professional theories from personal theories or teacher’s theories. The former ones are developed by experts. The latter ones are created by teachers using the previous ones in practical situations. Furthermore, these teacher-generated theories may determine the development of reflective teaching and action research so as to construct the teacher’s own context-sensitive pedagogic knowledge. Therefore, it can be claimed that ‘no theory of practice can be useful and usable unless it is generated through practice’ (Kumaravadivelu, 2001, p 541). In that way, teachers are encouraged to “theorise what they practice and practice what they theorise” (Kumaravadivelu, 2001, p 541). By doing this, teachers can select the most appropriate way to teach a particular group in a specific …show more content…
Nowadays, many educators base their practices on a predetermined set of principles to achieve predetermined generic objectives. However, if a pedagogy of particularity is taken into account, the particularities of each language classroom may assist the teaching and learning process. So, by comprehending the sociocultural and local linguistic particularities, the production of a context-sensitive pedagogy knowledge may be facilitated. Thus, every theory needs to be emerged in the practice. In Argentinian language classrooms, the relationship between theory and practice is a problematic situation because it is thought that teachers have to consume and to put into practice the knowledge produce by theorists. Nevertheless, by applying a pedagogy of practicality, teachers are advocated to generate theories by observing, interpreting, reflecting on their practices as well as to practice what they theorise. In that way, teachers may adapt the knowledge to the corresponding environment where the teaching process takes place. Not only this type of pedagogy brings new learning and teaching opportunities in the Argentinian language classrooms but also does it work as a way of transforming other possibilities outside the classroom. Unfortunately, in Argentina language education is virtually based on linguistic elements that are used inside the classroom rejecting the