|Reconfiguring the relationship between theorizers and practitioners.
|power center of language pedagogy
|Knowledge oriented theories of pedagogy.
|ecological language pedagogical project
|A project that aims to bridge the gap between what researchers and theorists prescribe and what teachers know and do.
|Approach to language teaching and learning that is problematic because it is traditional and narrow.
|pragmatics of language use
|The action of speakers organizing what they want to say, who they want to say it to, where, when and under what circumstances.
|multimodally constituted message
|It is a message with language that may have different meanings around the world.
|Texts used to communicate around the globe but whose meanings change depending on who and where they are being used.
|global cultural flows
|Differences in cultures of different people around the world.
|supralinguistic texture of everyday communication
|The complexity of language used in every day communication.
|It is the sharing of social relations in such a way that events on one part of the world influence another part of the world.
|Fundamental, uneven dialectical process in which different communication media circulate symbols in social life.
|An approach that rejects conceptions of language use and linguistic study that were treated as self-evident truths traditionally.
|The fusion of linguistic signs and non-verbal activities to make meaningful communication.
|The use of signs and linguistics shaped by an individual’s priorities, objectives, values and past experience in a communication setting.
|context is constructed
|Signs and linguistics are formed and used according to the situation at hand.
|The spoken word, written text, images, memories, social conventions and feelings used in language.
|The pedagogy devised by the New London Group to address the interaction of globalization and mediation and their implications.post-method condition
|The meaning oriented selection and coordination of elements for a specific communication need.
|meaning potential, multimodal meaning potential
|Meaning potential is a possible interpretation that is yet to be actualized.
Multimodal meaning potential is the interaction of component resources such as photos and graphics with other resources.
|A continuous cycle of observation, reflection and action of the interactions between a particular teacher and particular students.
|It is a means for gauging particularity by answering the question of potentials and limitations of a mode.
|The generation of theory through practice by teachers.
|The attention to symbolic meanings, social positioning and ideologies in discourse.
|The meaningful involvement of learners in important tasks.
|It is a parameter that explains liberation-oriented pedagogy.
|The understanding of relationships between forms, contexts and meanings.
|discursive construction of self
|Individual involvement in language pedagogy in identity work and self-authoring.post-method condition
|An individual telling their own story.
|Stories told through various media such as television or the web
- Key points from Ch. 4 Author: Nelson and Kern
- Different cultural settings affect the learning of any language.
- Globalization and mediation have changed the way the English language is learned through media.
- Multimodality is important in language teaching especially in the meaning-making process.
- Intergrationism and multiliteracies are important is seeking meaning in language for pedagogy reasons.
- Postmethod pedagogy is the best option for language pedagogy.
- The postmethod pedagogy is made up of three parameters; particularity, practicality and possibility that improve teaching.
- Postlinguistic Conditions calls for more modern forms of teaching and learning any language because languages are used complexly in communication thus cannot be narrowed down to particulars.