Post-Method Pedagogy and ELT in Bangladesh
A widespread dissatisfaction with the conventional concept of method has led to the development of a new concept named post-method pedagogy. The proponents of this concept argue for formulating a new style of classroom practices for teaching English as a foreign or a second language based on contextual realities and teachers’ experiences and knowledge. As to ELT in Bangladesh, there is a necessity to reconstruct the present ELT practices since CLT, which is now being followed as an approach to second/foreign language teaching, has failed to produce expected result. For the purpose of constructing an effective pedagogy for ELT in Bangladesh, there is a scope to utilize the concept of post-method pedagogy. In the present article, attempts have been made to explore the various features of this concept to determine which of them are practical for the context of Bangladesh and, therefore, significant for ELT practices in the country.
