Free PDF Beyond Methods: Macrostrategies for Language Teaching, by B. Kumaravadivelu
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Beyond Methods: Macrostrategies for Language Teaching, by B. Kumaravadivelu
Free PDF Beyond Methods: Macrostrategies for Language Teaching, by B. Kumaravadivelu
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In this work, B. Kumaravadivelu presents a macrostrategic framework designed to help both beginning and experienced language teachers develop a systematic, coherent and personal theory of practice. His book offers to provide the tools a teacher needs in order to self-observe, self-analyze, and self-evaluate his or her own teaching acts.
- Sales Rank: #487340 in Books
- Published on: 2002-12-01
- Original language: English
- Number of items: 1
- Dimensions: .74" h x 6.84" w x 8.78" l, 1.08 pounds
- Binding: Paperback
- 320 pages
From the Back Cover
"This book challenges teachers to think, and it succeeds. Kumaravadivelu addresses critical theory, sociopolitical issues, the importance of context, cognitive processing, and a host of other important aspects of language teaching." – Rebecca Oxford, University of Maryland
About the Author
B. Kumaravadivelu is professor of Applied Linguistics and TESOL at San Jose State University. His previous book, "Beyond Methods: Macrostrategies for Language Teaching," was published by Yale University Press in 2002.
Most helpful customer reviews
5 of 5 people found the following review helpful.
Pave the path as you walk it
By Alan Broomhead
The study of language teaching methodology in the 20th century, as documented by the likes of Richards and Rodgers and delivered to bemused master's degree students (I was one) is a study in failure. Methods came along in waves as new thinking came to dominate - grammar translation, the Reform Movement, the direct method, audiolingualism and situational language teaching, a range of esoteric methods such as suggestopedia and community language learning (did anyone really use these?), all culminating in communicative language teaching in the last years of the century, an approach about which there was so little agreement it could mean almost anything to anyone, and which gave newly minted teachers the question-begging line in job interviews, "I'm a communicative teacher; I use the communicative method.".
The notion of the one true method, the grand prize in the search for the key to language teaching and learning, was left in a shambles, and teachers were left to do whatever seemed to 'work' in the classroom. Amid the confusion, some scholars called for an enlightened eclecticism, a combining of techniques in a principled way to encourage learning. Stern tried to formalize the new reality, describing teacher choices along a series of content options (pronunciation, grammar, cultural, etc.) and teaching strategy dimensions (intralingual-crosslingual, analytic-experiential, explicit-implicit).
Kumaravadivelu continues the quest in this spirit. Rejecting the notion of the one true method, he argues that teachers need to come to an understanding of the needs of students in their particular context, and encourages teachers to develop their own theory of practice, a personal theory based on their understanding of their students and context. This book is an attempt to lay out the territory of language teaching as currently understood, which includes maximizing learning opportunities, promoting learner autonomy, contextualizing linguistic input, and integrating the language skills, so that teachers might,through reflection and practice, come to an understanding of where they fall in each of these areas (the macrostrategies of the title) in their particular teaching context. Each chapter is an overview of the theory in the area, and is followed, to Kumaravadivelu's credit, by two detailed plans as to how the macrostrategy might be implemented (what he calls a microstrategy). He also includes action research-type projects for teachers to explore their practice - and work on their theory of practice - in each area.
It is a bold attempt, and if the strategies are not implemented as widely as the author hopes (who really has the time and energy?), the book still serves as a useful summary of what it means to teach and learn a language these days - an activity the scope of which has expanded enormously since the sentence drills of a century ago. Kumaravadivelu's final message to teachers - to "pave the path as you walk it" - is a satisfying metaphor for the learning that is needed in the process of becoming a teacher, a process that is always ongoing, never completed.
11 of 11 people found the following review helpful.
Great contribution to practice and theory in ESL/EFL
By Man-Ping Chu
This book can certainly empower language teachers becoming well-equipped practitioners and thinkers to realize their commitment to teaching and meet students' needs. The framework of the whole book as well as the structure in each chapter was so comprehensive and awareness-raising that I had to reflect on my own teaching beliefs and reshape my cognition within the context, after having had 20 years of English teaching experience in Taiwan and now pursuing my Ph.D. degree in bilingual education in the United States.
I highly recommend this book as one of the most valuable books in ESL/EFL teaching as teachers should read it more than once, not only for the author's philosophy of education and pedagogical insights, but also for the growth and development of our own theory and practice in this field.
2 of 2 people found the following review helpful.
Definitive
By D. B. Hopkins
Kumaravadivelu has done a marvelous job of bringing the state of language teaching beyond the realm of methods. The macrostrategies are not new ideas for most professional teachers, but they are the critical factors in defining best teaching practices from maximizing learning opportunities to contextualizing inputs. You can live by these principles and adapt them to your own teaching, which is exactly what the author suggests. While I think some of the examples from the classroom could be stronger, they suffice to make his point, and illustrate the application of these ideas in realtime. The genius of his writing is in putting these ideas together in a coherent set that will make sense to a large majority of language teachers. This is one of the most important books to come out for professional development in language teaching in the last ten years, and it is hard to imagine any teacher who would not benefit from serious reflection on his ideas, and intelligent application to the classroom. He takes the teacher-reader from the "passive technician" to the "formative intellectual" in conscious control of their own "method" based upon sound macro-strategies for teaching and learning.
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