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The post-methods era - Coggle Diagram

- - - - A method refers to a specific instructional design or system based on a particular theory of language and of language learning.
        
        The teacher´s role is to follow the method and apply it precisely according to the rules.
        
        For Example: Audiolingualism, The silent way, Suggestopedia.
        
        Methods solve many of the problems beginning teachers have to strunggle with. Moreover, enthusiastis create together a professional community with a common purpose, ideology and vernacualr.
        
        Role of contextual factors
        
        Approaches and methods are often promoted as all-purpose solution to teaching problems that can be applied in any part of the world and under any circumstance.
        
        In traying to apply approaches and methods, teachers sometimes ignore what is the starting point in the language program design, namely and the context constituted by the teachers and learners in the classroom.
        
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        The need for curriculum development processes
        
        Curriculum planners view debates over teaching method as part of broader set of educational planning decisions
        
        a) The careful examination and draw on all available sources of knowledge b)The development and trial use in school of those methods and materials c) The assessment of the extent to which the development work has in fact achieved its objectives d)The final element is therefore the feedback of all the experince gained, to provide a starting point for further study.
        
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- - - - Each of this approaches has in common a core set of theories or beliefs about the nature language, of language learning.
        
        They are characterized by a variety of interpretations as to how the principles can be applied.
        
        Methods offer some advantages over approaches because of the general nature of approaches, ther is no often no clear aplication of their assumptions and principles in the classroom.
        
        The "top down"criticism
        
        Approaches tend to allow for varying interpretations in practice, methods typically prescribe for teachers what anda how to teach.
        
        Roles of teachers and learners, as well as the type of activities and teaching techniques to be used in the classroom, are generally prescribed.
        
        Learners are sometimes viewed as the passive recipients of the method and must submit themselves to its regime of execises and activities.
        
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