Context, Critique, and Change: Integrating Post-Method Pedagogy in Global ELT Practices

Abstract

English Language Teaching (ELT) has long been grappled with an elusive pursuit: discovering a universal method that guarantees effective language acquisition. This paper revisits the evolution of ELT methodologies, critiques the limitations of method-based paradigms, and positions Post-Method Pedagogy (PMP) as a transformative alternative. Anchored in Kumaravadivelu's three parameters of particularity, practicality, and possibility, PMP advocates a context-sensitive, teacher-empowering, and critically engaged approach to language instruction. By examining historical trajectories, theoretical foundations, practical applications, and global challenges, the paper underscores PMP's potential to recalibrate ELT toward equity and responsiveness. The study also focuses on criticisms and implementation barriers, particularly in Global South contexts, and proposes pathways for sustainable integration of PMP into teacher education and educational policy.