Classroom Culture and its Importance in the Post Methods Era for Designing Pedagogy in Bangladesh

Main Article Content

Md Khairul Bashar

Abstract

Classroom culture is an effective determinant for pedagogy to be effective in a particular context. In order to arrive at an appropriate pedagogy in the post methods era the classroom teachers, researchers and curriculum designers must investigate classroom culture. ELT practitioners of various countries are dissatisfied with the effectiveness of the borrowed pedagogy as the pedagogy has not been designed on the basis of the classroom culture as well as of the wider cultural and contextual realities of a second language learning situation. This dissatisfaction is severe in Bangladesh. So, it has been a must to reconstruct ELT practices. In this regard, some concepts of Post Method Pedagogy can help a lot for formulating a new process of learning English. The present study has been undertaken with a view to offering some new insights in the light of some aspects of Post Methods Pedagogy.

Downloads

Download data is not yet available.

Article Details

How to Cite
Md Khairul Bashar. “Classroom Culture and Its Importance in the Post Methods Era for Designing Pedagogy in Bangladesh”. The Creative Launcher, vol. 2, no. 2, June 2017, pp. 1-12, https://www.thecreativelauncher.com/index.php/tcl/article/view/454.
Section
Articles

References

Allwright, D. (1988). Observation in the Language Classroom. London: Longman.

Bannai, Hideko. (1980). Socio-Cultural Influence on the Communication of Asian ESL Students, In On TESOL, Washington, S.C. TESOL.

Barlet,F.C.(1932). Remembering. Cambridge: Cambridge University Press.

Brew, Angella. (1980). Responses of Overseas Students to Differing Teaching Styles. ELT Document- 109. London: The British Council.

Cattell, Allisan. G. (2009). Re-evaluating Communicative Language Teaching: Wittgenstes and Postmethod Pedagogy. M.A. Thesis presented to the University of Waterloo in German. Waterloo, Canada.

Claxton, C . and Ralston,Y. (1978). Learning Styles: Their Impact on Teaching and Administration, ASHER-ERIC Report No.4

Cohen, L. and Mannion, L. (1977). A Guide to the Teaching Practice. London:

Cortazi, Martin.(1994). Cultural and Educational Expectations in the Language Classroom, ELT Documents; 132.

Cotterral, Sara. (1995). Readiness For Autonomy: Investigating learner Beliefs, System, 23/2, 195-205.

Gardner, R. C. (1979). Social Psychological Aspects of Second Language Acquisition. In Giles, H and Clair, R St. (eds.) Language and Social Psychology. Oxford: Basil Blackwell.

Gardner, R. C. (1989). The Socio-educational Model of Second Language Learning: Assumptions, Fuideings, and Issues, Language Learning, 38/1: 101-125.

Hatano, Giyoo and Miyake, Nasmi. (1991). What Does a Cultural Approach Offer to Research on Learning, Learning and Instruction, Vol. 1: 273-28.

Holliday, A. (1994). Student Culture and English Language Education: An Interactional Perspectives, Language culture and Curriculum, vol 7, No.2 : 125-143.

Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: Cambridge University Press.

Holliday, A. & Cooke, T.( 1982). An Ecological Approach to Esp. In A Waters (ed.) Lancaster Practical Papers and English language Education, 5 (pp. 124-143) Oxford: Pergamon Press.

Huda, Mohammad Emdadul. (2004). Culture Sensitive Materials for English Language Teaching in Bangladesh. Unpublished Ph. D. Dissertation, Institute of Bangladesh Studies (18$), University of Rajshahi, Bangladesh.

Islam, J. (2000). The Concept of Learners Autonomy and Its Feasibility in Bangladesh. In ELT 2000: Directions and Orientations (Proceedings of a Seminar held at the Department of English, Rajshahi University,January 30-31, 2000, pp. 29-36). Rajshahi: Rajshahi University.

James, Kenneth. (1980). Seminer Overview, ELT Document-109: Study Modes of Academic Development of Overseas Student. London: The British Council.

Keil, F. C. (1989). Concepts, Kinds, and Cognitive Development.

Kumaravadivelu, B. (1994). The Postmethod Condition: (E)merging Strategies for Second/ Foreign Language Teaching. TESOL Quarterly28 , 27-48.

Kumaravadivelu, B.(2001). Toward a Postmethod Pedagogy. TESOL Quarterly, 35(4), 537-560.

Lantolf, J. P. (1999). Second Culture Acquisition: Cognitive Consideration. In E. Hinkel (Ed.), Culture in Second language Teaching and Learning (pp. 28-46). Cambridge: Cambridge University Press.

Maley, A. (1984). Constraints Based Syllabuses. In Read, J (1984).Trends in language Syllabus Design, Singapore. RELC Anthology, 13.

Pinxten, R.K. 1991.Geomatry, Education and Culture. Learning and Instruction, vol.1: 217-227.

Prabhu, N. S. (1990). There is no best method -why? TESOL Quarterly, 24, 161-176.

Rahman, A. (1999). ELT Innovation and Cultural Change: A Bangladeshi Perspective. In T. Hunter (Ed.), Collected Papers of International Conference on National and Regional Issues in English Language Teaching: International Perspectives (pp. 235-254), held at the British Council, Dhaka from January 31 to February 2, 1999.

Richards, J. C. & Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Saljo, R. 1991. Introduction: Culture and Learning. Learning and Introduction, 1, 179-185.

Shahidullah, M. (1997). Teaching-Learning Culture in Bangladesh and Recent ELT Theories: Confrontation and Contradiction. Unpublished Ph.D. Dissertation, University of Pune, India.

Shohidullah, M.( 2002). Developments in Learning Theories and the Concept of Appropriate ELT Pedagogy. Panini: NSU Studies in Language & Literature. Vol. 1:79-98.

Silkbeck, M (1984). School Based Curriculum Development. London: Harper and Row.

Shore, B. (1996). Culture in Mind: Cognition, Culture and the Problem of Meaning. Oxford: Oxford University Press.

Spolsky, Bernard. (1989). Condition for Second Language Learning. Oxford: Oxford University Press.

Vosniadou, S. (1991).Are We Ready for a Psychology of Learning and Culture? Learning and Instruction, 1, 283-287.

Vygotsky, L. S. (1978). Mind in Society. Cambridge Mass: Harvard University Press.