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post-method condition 47 Reconfiguring the relationship between theorizers and practitioners.
power center of language pedagogy 47 Knowledge oriented theories of pedagogy.
ecological language pedagogical project 48 A project that aims to bridge the gap between what researchers and theorists prescribe and what teachers know and do.
postlinguistic condition 48, 62 Approach to language teaching and learning that is problematic because it is traditional and narrow.
pragmatics of language use 48 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 49 It is a message with language that may have different meanings around the world.
multimodal text 48-49 Texts used to communicate around the globe but whose meanings change depending on who and where they are being used.
global cultural flows 49 Differences in cultures of different people around the world.
supralinguistic texture of everyday communication 49 The complexity of language used in every day communication.
globalization 50 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.
Mediation 50 Fundamental, uneven dialectical process in which different communication media circulate symbols in social life.
integrationist approach 51 An approach that rejects conceptions of language use and linguistic study that were treated as self-evident  truths traditionally.
integrational linguistics 51 The fusion of linguistic signs and non-verbal activities to make meaningful communication.
contextualization 52, 56 The use of signs and linguistics shaped by an individual’s priorities, objectives, values and past experience in a communication setting.
context is constructed 52 Signs and linguistics are formed and used according to the situation at hand.
semiotic resources 52 The spoken word, written text, images, memories, social conventions and feelings used in language.
multiliteracies 52-53 The pedagogy devised by the New London Group to address the interaction of globalization and mediation and their implications.post-method condition
Design 53 The meaning oriented selection and coordination of elements for a specific communication need.
meaning potential, multimodal meaning potential 54 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.

Particularity 55 A continuous cycle of observation, reflection and action of the interactions between a particular teacher and particular students.
Affordance 56-57 It is a means for gauging particularity by answering the question of potentials and limitations of a mode.
Practicality 58 The generation of theory through practice by teachers.
critical framing 59 The attention to symbolic meanings, social positioning and ideologies in discourse.
situated practice 59 The meaningful involvement of learners in important tasks.
Possibility 60 It is a parameter that explains liberation-oriented pedagogy.
relational pedagogy 61 The understanding of relationships between forms, contexts and meanings.
discursive construction of self 61 Individual involvement in language pedagogy in identity work and self-authoring.post-method condition
self-representation 64 An individual telling their own story.
mediatized stories 64 Stories told through various media such as television or the web

 

  1. 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.