Teaching Beyond the Method: Classroom Constraints and Pedagogical Adaptation in English Language Education
DOI:
https://doi.org/10.31185/wjfh.Vol22.Iss2.1735Keywords:
English language teaching, adaptive pedagogy, post-method, teacher agency, EFL classroomsAbstract
The traditional approaches in English language teaching are based on clearly defined methods that specify which approaches should be followed. These approaches determine what teaching methods should be used in classrooms, how they are implemented, and the expected role of the teacher. However, such traditional approaches are often criticized for their inability to meet the real-world demands of ELT classrooms. This paper investigates how these approaches respond to various classroom constraints. It also explores how English language teachers can move beyond traditional methods. The study is grounded in theoretical frameworks such as contextual sensitivity, pedagogical flexibility, and teacher autonomy. It adopts a qualitative and conceptual research design, drawing on ideas from both traditional ELT approaches and postmethod pedagogy. The findings suggest that teaching beyond fixed methods represents the most effective and achievable approach for ELT teachers in adapting to diverse classroom situations.
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