QUIZ- KAMARADIVELU

1. VIÑATI,CAMILA
PRACTICE II, DIDACTICS OF ELT AND PRACTICUM AT PRIMARY SCHOOL
LEVEL. Prof. Adjunto Regular Estela N. Braun.
November 12th, 2018.
KUMARAVADIVELU, B. Towards Post-Method Pedagogy (2001).
PRACTICAL 20: POST-METHOD PEDAGOGY.
1. What created the need for a post-method pedagogy?
2. Explain the 3 dimension parameters.
3. What are the advantages of a post-method pedagogy?
4. How does he use the term pedagogy?
5. Summarize the salient features of each parameter: particularity, practicality,
POSSIBILITY.
6. What sort of dichotomy does Post-method pedagogy reject?
7. What elements are needed to update to a post-method pedagogy?
8. What role is expected from learners? What can teachers do to help them?
What can learners do to improve their learning process?
9. What are the characteristics of the post-method teacher?
10.Do you agree with the author’s view of student-teachers? How far do you
think this restructuring is being done by teacher educators in this subject?
“One way to accomplish this restructuring is to recognize that prospective teachers
embarking on formal teacher education programs bring with them their notion of
what constitutes good teaching and what does not, largely based on their prior
educational experience as learners and, in some cases, as teachers. Their minds
are anything but atheoretical clean slates. It is therefore important to recognize
their voices and their visions.”(kumaravadivelu, 2001:24)
11.How is research viewed from a post-methods perspective? What problems
does it encounter?
12.What is the primary challenge for teachers as posed by Diamond?
13.Why has the concept of Method been so important till now?

2. VIÑATI,CAMILA
SYNERGY: synergynoun [U]
UK /ˈsɪn.ə.dʒi/ US /-ɚ-/ (ALSO synergism )SPECIALIZED
› the combined power of a group of things when they are working together that is
greater than the total powerachieved by each working separately:Team work at its best
results in a synergy that can be very productive.
synergistic
adjective UK /sɪn.əˈdʒɪs.tɪk/ US /sɪn.ɚ-/
›the synergistic effect of two drugs given at the same time
(Definition of synergy from the Cambridge Advanced Learner’s Dictionary & Thesaurus
Pedagogy:
pedagogynoun [ U ]
UK /ˈped.ə.ɡɒdʒ.i/ US /ˈped.ə.ɡɑː.dʒi/ SPECIALIZED
the study of the methods and activities of teaching
Heuristics:
heuristicsnoun [ U ]
UK/hjʊˈrɪs.tɪks/ SPECIALIZED
a way of solving problems by discovering things yourself
and learningfrom yourown experiences
Dichotomy:
dichotomynoun [ C usually singular ]
UK /daɪˈkɒt.ə.mi/ US /daɪˈkɑː.t̬ə.mi/ FORMAL
a difference between two completely opposite ideas or things:
There is often a dichotomy between what politicians say and what they do.

3. VIÑATI,CAMILA
1- The necessityof implementing post- methodpedagogyemergesaconsequence of
recurrentlyarticulateddissatisfactionwiththe limitationsthattwoisolatedconceptssuch
as the conceptof methodandthe transmissionmodel of teachingeducationhadsince
theywere notworking together.
2- Havinginmindthat the post methodpedagogyIbuildusas a three-dimensional system
consistingof the parametersof particularitypracticalityandpossibility,the authorargues
that a post-methodpedagogymust:
 Facilitate the advancementof acontext-sensitivelanguage educationbasedona
true understandingof local linguistic,socio-cultural, andpolitical particularities.
 Rupture the reifiedrole relationshipbetweentheoristsandpractitionersby
enablingteacherstoconstructtheirowntheoryof practice.
 Tap the socio political consciousnessthatparticipantsbringwiththeminorderto
aidtheirquestforidentityformationandsocial transformation.
3- *The needtogo beyondthe limitationsof the conceptof methodwithacall to findan
alternative wayof designingeffectiveteachingstrategiesandanotheremphasizes.
*The needtogo beyond the limitationsof the transmissionmodel of teachereducation
witha call to findan alternative wayof creatingefficientteachingprofessionals.
These are the resultof postmethodpedagogy.
4- He usesthe termincludingnotonlyissuespertainingto classroomstrategies,instructional
materials,curricularobjectives,andevaluationmeasures,butalsoawide range of
historical,political andsociocultural experiencesthatdirectlyorindirectlyinfluence
language toeducation.
Also,he visualizesapost-methodpedagogyasathree- dimensionalsystemconsistingof
three pedagogicparameters:Particularity,Practicalityand Possibility.
Withthisnewway of understandingthe conceptKamaravadiveluisable togobeyondthe
theoryof the ideaof pedagogy andhe buildsupa conceptthat can go all through our
lives.
5- Pedagogyof particularity isantithetical tothe notionthatthere canbe one setof
pedagogicaimsandobjectivesrealizable throughone setof pedagogicprinciplesand
procedures.Itclaimsthata meaningfulpedagogycannotbe constructedwithoutaholistic
interpretationof particularsituationsandthatit cannotbe improvedwithoutageneral
improvementof those particularsituations.
Pedagogyof practicality doesnotpertainmerelytothe everydaypractice of classroom
teaching.Itpertainstoa muchlargerissue thathas a directimpacton the practice of
classroomteaching,namely,the relationshipbetweentheoristandpractice.Itaimsfor a
teacher-generatedtheoryof practice;atheoryof practice isconceivedwhenthere isa
unionof actionand thoughtor, more precisely,whenthere isactioninthoughtand

4. VIÑATI,CAMILA
thoughtinaction.It is the resultof whatis calledpedagogical thoughtfulness.Inthis
sense,pedagogyof practicalitymetamorphosesintoapedagogyof possibility.
Pedagogyof possibility isconcernedwithindividual identity.Language educationprovides
itsparticipantswithchallengesandopportunitiesforcontinuantquestforsubjectivityand
self-identity.Inwordsof anotherauthor“language isthe place where actual and possible
formsof social organizationandtheirlikelysocialandpolitical consequencesare defined
and contested”.Language teacherscannothope tofullysatisfytheirpedagogicobligations
without, atthe same time,satisfyingtheirsocial obligations.Theywill be able toreconcile
these seeminglycompetingforcesif they“achieveadeepeningawarenessbothof the
sociocultural realitythatshapestheirlivesandof theircapacityto transformthat reality.
6- As the authorstatesa post-methodpedagogyisbasedonthree dimensions,fromthat
pointI can say that froma particularityof pedagogypost- methodrejectsthe advocacyof
a predeterminedsetof genericprinciplesandproceduresaimedat realizinga
predeterminedsetof genericaimsandobjectives.
As pedagogyof practicality,post- methodpedagogyrejectsthe artificial dichotomy
betweentheoristswhohave beenassignedthe role of producersof knowledge and
teacherswhohave beenassignedthe rolesof consumersof knowledge.
In a broad sense whatIcan mentionisthatpost-methodpedagogyinvitesustothink
criticallyaboutthe wayinwhichwe can educate since itallowsustocreate new meansof
thinkingaboutourjobas educators.
7- The essential elementneededtoupdate post- methodpedagogyisthroughthe emphasis
on contextsensitivitywhichdemandsthatvariousparticipantsactualize itvariouslytosuit
variousnecessities.However,itshouldbe feasible andindeeddesirable tocharta broad
road map that indicatesthe paththe actualizationmightprofitable take sothatwe are
able to considerbothmeanswe are usingandthe endwhere we wantto get.
8- I can say that the student´srole isas autonomouslearnersdeserveautonomousteachers
and that teacherautonomyissocentral that it can be seenas definingthe heartof post
methodpedagogy”.
9- Havinginmindthe characteristicsof the post-methodera,Kumaravadiveluunderstands
learner’srole asa non-permanentrole.The authorputs the learnerwithinthe frameworks
of suchtheoriesascompetitionmodel,thispaperattemptstoverifyandsubstantiatethe
claimthat the language learnerdoesnothave aparticularidentity. Thissubstantiation
drawson two interrelatedissues:(1) aspeople concernedwithlanguage education,
teachersare responsible forpractice whichismediatedbydifferenttheoriesinthe post
methodera,and (2) each theoryallowsforlookingatthe learnerfromone perspective
accordingto whichonlypartial understandingof the learneriswithinreach.Furthermore,
since dependinguponaparticulartheory,there mightbe anunderstandingof the learner
differentfromandsometimeseventhe opposite of thatformedonthe basisof another
theory,andbecause inthe post methoderaare quite likelytobe subjectedtoopposing

5. VIÑATI,CAMILA
theories,itisconcludedthatthe foreignlanguage learnerdoesnothave a particular
identity.
10- I agree withkumaravadivelu’sview since I believe thatteachersconstructtheir
“professionallives”fromthe experiencesthattheyhave hadi.e. I,as students,gothrough
differentexperiencesandthatleadsusto buildupa teacheridentitythatwillbe carried
out intothe classroom.Itcan be saidthat if teachereducatorsmake sure that their
studentshave the possibilitytoshare theirexperiencesthroughouttheirformationthey
will be able toconstruct an identitywhichisbothcritical andbasedon more than one
view.
11- Post-methodpedagogyconcernsresearchasbelongingtothe multipledomainsof
learners,teachersandteacherseducatorsalike.These participantsengagedinthe joint
accomplishmentof learning/teachingoperations,ortobe engagedinpedagogic
explorationeitherindividuallyorcollaborativelysuchaformulationof pedagogic
explorationopensupconcernsaboutobjectivityandgeneralizability.
The difficulttaskfacingpedagogicexplorersishow togetready forthe kindof research
theywouldlike toengage in.A post-methodpedagogylike anyotherinnovativepractice
imposesanextraordinarydegree of responsibilityonall the participants,particularlythe
teacherand the teachereducator.
12- Accordingto Diamond,the primarychallengeforteachers“istoform andreformtheir
ownpedagogical theoriesandrelationships”,andthe primarychallengeforteachers
educators“isto helpteacherstosee themselvescapable of imaginingandtrying
alternatives,andeventuallyasself-directingandself-determining”.The essentialsof a
post-methodpedagogicdemandthatbothteachersandteachereducatorssuccessfully
meettheirprimarychallenges.
13- The greatestchallenge the emergingpost-methodpedagogyimposesonthe professional
communitytodayisto rethinkand recastits choice of the organizingprincipleforlanguage
learningteachingandteachereducation.The choice of the pedagogicparametersasan
organizingprincipleopensupunlimitedopportunitiesforthe emergence of postmethod
pedagogiesthatcantrulyserve the interestsof those theyare supposedtoserve.