This article aims to investigate the evidence of postmethod pedagogic practices from the Bangladeshi English teachers' reported classroom practices. Kumaravadivelu's (2001, 1994) idea of postmethod pedagogy presents the view that the conventional method-based pedagogy has limitations, as the method based pedagogy arguably undermines the peripheral knowledge base of teaching-learning primarily because of its top-down approach, hence calls for the actualization of location-specific English teaching methodologies. Data of this study was collected through semi structured open-ended interviews, and on the basis of purposive sampling twelve English teachers of Bangladeshi secondary schools took part in the interviews. Findings of this study suggest that although the participant teachers' described classroom teaching characterizes various aspects of the applications of postmethod pedagogy, those teaching practices are not necessarily indicative of the teachers' true understanding (or their ability to apply) of all the constructs of the postmethod pedagogy. Though not in explicit way, some subtle references of reflective as well as transformative practices of teaching are evident in the data. Finally, on the basis of the findings, a three layered model (dominant, developing, incubating) is proposed for the future reference of the actualization of postmethod pedagogic principles in the Bangladeshi context. This model tends to rank the degree of application of varied teaching strategies that can be aligned with Kumaravalivedu's (1994) concept of macrostrategic framework. The key implication of this study is the necessity for a review of the organizational constructs of the macrostrategic framework to actualise it in the Bangladeshi context. Another implication is that teacher education provided for ELT practitioners in Bangladesh should incorporate the theoretical ideas of how to help the prospective teachers to articulate their beliefs on teaching.
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ch03: Emphasizing Cultures, Ethics, & Norms
True / False
1. The Chinese view of China as "zhong guo", which literally means "the country in the middle" or "middle kingdom" is
an example of ethnocentrism.
a. True
b. Fals
e
ANSWER: True
2. Informal institutions come from socially transmitted information and are a part of the heritage that we call cultures,
ethics, and norms.
a. True
b. Fals
e
ANSWER: True
3. English is a global business language because English-speaking countries contribute the largest share of global output.
a. True
b. Fals
e
ANSWER: True
4. As a general rule, Pakistani natives prefer quick results and instant gratification in business deals, making Pakistan a
long term oriented culture.
a. True
b. Fals
e
ANSWER: False
5. Managers in low uncertainty avoidance countries tend to rely on rules.
a. True
b. Fals
e
ANSWER: False
6. Western countries generally nurture firms with long horizons.
a. True
b. Fals
e
ANSWER: False
7. To the extent that laws reflect a society’s minimum standards of conduct, what is legal and what is illegal perfectly
correspond to what is considered ethical and what is considered unethical, respectively.
a. True
b. Fals
e
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