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There has been a constant change of methods as organized ways of teaching a second or foreign language. Each method claims to be an improvement on previous methods. They follow a top-down, one-size-fits-all approach to L2 practice. Since each method is fed by a different theory of learning and language, they fail to take a holistic approach to L2 teaching. Language is a complex phenomenon and therefore defining language as merely a tool for expression or communication would be treating language as static and frozen in time with no history or socio-cultural connections. The concept of method offers, at best, a fragmented view of language, and no method is neutral. Each reflects a particular view of the world and is shaped by unequal relations of power and dominance. There is a growing need for an alternative to method rather than an alternative method. This need has paved the way for what is called the postmethod condition. The postmethod pedagogy teaches us as language teachers to stop turning to theorists for the perfect method and develop our personal theories. Guided by postmethod pedagogy, I will present preliminary results of teacher research concerning first language use in my classroom practice. The treatment phase is in progress, and I can only make a preliminary assessment of its effectiveness.

Postmethod pedagogy, critical pedagogy, use of first language, second language teaching


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