In a previous issue (MET 33.4), Simon and I reflected on the cyclical nature of trends in ELT. We concluded that older approaches or methods often resurface, rebranded in new contexts. Rather than seeing methods as either revolutionary or redundant, we should strive to engage with them critically, drawing from both past and present to make informed decisions in our teaching. But how exactly do we do that in practice – especially in what some might call the ‘postmethod’ era?
In this follow-up piece, I present a framework developed to help teachers engage with postmethod pedagogy in . . .
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