Questões de Concurso

Now, for answeri question, consider Text 02. Remember, there is only one answer

Text 02 

“This glocalization in English teaching and learning, which is to do with post-methods, can influence or be practiced in many aspects, especially in interlanguage and culture, individual differences, and learning strategies. This paper reviews and highlights that post-method condition is related to glocalization in English language teaching and learning practices in terms of interlanguage and culture, individual differences, and learning strategies. It also puts forward some research questions for further studies, which may lead the researchers to obtain more information for promoting glocalization to enhance English language teaching."

(Source: Jessica Dwi Lusianov. Post-method Era and Glocalization in Language Teaching and Learning). Available at https://www.atlantis-press.com/proceedings/icollite-20/125949311, accessed on Otober 01st. 2022).

Now, for answeri question, consider Text 02. Remember, there is only one answer

Text 02 

“This glocalization in English teaching and learning, which is to do with post-methods, can influence or be practiced in many aspects, especially in interlanguage and culture, individual differences, and learning strategies. This paper reviews and highlights that post-method condition is related to glocalization in English language teaching and learning practices in terms of interlanguage and culture, individual differences, and learning strategies. It also puts forward some research questions for further studies, which may lead the researchers to obtain more information for promoting glocalization to enhance English language teaching."

(Source: Jessica Dwi Lusianov. Post-method Era and Glocalization in Language Teaching and Learning). Available at https://www.atlantis-press.com/proceedings/icollite-20/125949311, accessed on Otober 01st. 2022).

Mark only one answer

Text 01

Post-methods era, a term introduced or popularized by Kumaravadivelu (1994), is a foremost condition which has been occurring in our current language education in which there are various efforts to reconstruct the relationship between theories and practices of methods (and approaches). According to Kumaravadivelu (2003), a method is considered as a colonial construct because it tends to have the process of marginalization, namely the theorist produces rigid and fixed knowledge about methods along with their principles, techniques and procedures and the process of self-marginalization, that is the teacher or practitioner just consumes the rigid knowledge or the methods without considering the local or current contextual condition in the classroom. Owing to this rigid relationship between the theorist as the power center of language pedagogy and the practicing teacher just as the powerless periphery, the concept of the method is like a colonialist (the theorist) who marginalizes the practicing teacher. Hence, the concept of the post-methods era appears to abolish such a top-down marginalization in language teaching. While the conventional concept of the method enables the theorists to construct knowledgeoriented theories of pedagogy, the post-method condition enables teaching practitioners to construct classroomoriented theories of pedagogical practice (Kumaravadivelu, 1994). The postmethod pedagogy or era seeks to establish the idea that the methods are not dead yet, methods and approaches along with their techniques, procedures, designs that the teachers use in classrooms can be implemented or applied grounded on the local or contextual situations, developing the teacher autonomy. Everything depends on the teachers as the central decision-makers.

(Source: Jesica Dwi Lusianov. Post-Method Era and Glocalization in LanguageTeaching and Learning. Advances in Social Science, Education and Humanities Research, volume 5094th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020)).