The history of language teaching has been characterized by a search for more effective ways of teaching second or foreign languages. For more than a hundred years, debate and discussion within the teaching profession have often centered on issues such as the role of grammar in the language curriculum, the development of accuracy and fluency in teaching, the choice of syllabus frameworks in course design, the role of vocabulary in language learning, teaching productive and receptive skills, learning theories and their application in teaching, memorization and learning, motivating learners, effective learning strategies, techniques for teaching the four skills, and the role of materials and technology. Although much has been done to clarify these and other important questions in language teaching, the teaching profession is continually exploring new options for addressing these and other basic issues and the effectiveness of different instructional strategies and methods in the classroom.

(Source: Jack C. Richards. Approaches and Methods in Language Teaching (Cambridge Language Teaching Library) (Locais do Kindle 50-51). Edição do Kindle).

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Post-methods era, a term introduced or popularized by Kumaravadivelu (1994), is a foremost condition which has been occurring in our current language education in which there are various efforts to reconstruct the relationship between theories and practices of methods (and approaches). According to Kumaravadivelu (2003), a method is considered as a colonial construct because it tends to have the process of marginalization, namely the theorist produces rigid and fixed knowledge about methods along with their principles, techniques and procedures and the process of self-marginalization, that is the teacher or practitioner just consumes the rigid knowledge or the methods without considering the local or current contextual condition in the classroom. Owing to this rigid relationship between the theorist as the power center of language pedagogy and the practicing teacher just as the powerless periphery, the concept of the method is like a colonialist (the theorist) who marginalizes the practicing teacher. Hence, the concept of the post-methods era appears to abolish such a top-down marginalization in language teaching. While the conventional concept of the method enables the theorists to construct knowledgeoriented theories of pedagogy, the post-method condition enables teaching practitioners to construct classroomoriented theories of pedagogical practice (Kumaravadivelu, 1994). The post-method pedagogy or era seeks to establish the idea that the methods are not dead yet, methods and approaches along with their techniques, procedures, designs that the teachers use in classrooms can be implemented or applied grounded on the local or contextual situations, developing the teacher autonomy. Everything depends on the teachers as the central decision-makers.

(Source: Jesica Dwi Lusianov. Post-Method Era and Glocalization in LanguageTeaching and Learning. Advances in Social Science, Education and Humanities Research, volume 5094th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020)).

Text 01

Post-methods era, a term introduced or popularized by Kumaravadivelu (1994), is a foremost condition which has been occurring in our current language education in which there are various efforts to reconstruct the relationship between theories and practices of methods (and approaches). According to Kumaravadivelu (2003), a method is considered as a colonial construct because it tends to have the process of marginalization, namely the theorist produces rigid and fixed knowledge about methods along with their principles, techniques and procedures and the process of self-marginalization, that is the teacher or practitioner just consumes the rigid knowledge or the methods without considering the local or current contextual condition in the classroom. Owing to this rigid relationship between the theorist as the power center of language pedagogy and the practicing teacher just as the powerless periphery, the concept of the method is like a colonialist (the theorist) who marginalizes the practicing teacher. Hence, the concept of the post-methods era appears to abolish such a top-down marginalization in language teaching. While the conventional concept of the method enables the theorists to construct knowledgeoriented theories of pedagogy, the post-method condition enables teaching practitioners to construct classroomoriented theories of pedagogical practice (Kumaravadivelu, 1994). The post-method pedagogy or era seeks to establish the idea that the methods are not dead yet, methods and approaches along with their techniques, procedures, designs that the teachers use in classrooms can be implemented or applied grounded on the local or contextual situations, developing the teacher autonomy. Everything depends on the teachers as the central decision-makers.

(Source: Jesica Dwi Lusianov. Post-Method Era and Glocalization in LanguageTeaching and Learning. Advances in Social Science, Education and Humanities Research, volume 5094th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020)).