Postmodern theory and postmethod condition: New tasks and roles for english language teachers

Abstract

This paper highlights the profound change that education is going through with the significant rise of postmodernism affecting every field. Similarly, the field of English Language Teaching is in constant transition with new approaches to and methods of teaching the content all of which refer to the “postmethod condition” in which teachers are considered to be freed from applying one single method or approach in their teaching. In such a space, they can experience and experiment with their own teaching methods, skills and knowledge as autonomous learners. The postmethod era, while reshaping the roles of teachers, reshapes all teacher education practices that are vital to the practice of English language teaching. Hence, this article discusses the dimensions of this new space by commenting on the roles attributed to teachers and teacher educators. First, there is a brief discussion of the evolving paradigm of postmodernism. Second, examples of new ways of teaching and teacher education are discussed in relation to postmodernism.