Abstract

MOTLHAKA, Hlaviso et al. Post-method practice in the English First Additional Language classroom: A transformative language pedagogy. S. Afr. j. educ. [online]. 2022, vol.42, n.2, pp.1-9. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v42n2a2059.

In the study reported on here we investigated the use of post-method practice to optimise pre-service teachers' teaching practice and English First Additional Language (EFAL) proficiency. This study was premised on the theoretical framework of Paulo Freire's critical pedagogy which promotes diverse perspectives in language learning and teaching among teachers and learners. Qualitative data were collected using semi-structured interviews with 10 (n = 10) third year pre-service teachers enrolled in a 4-year Bachelor of Education (BEd) degree programme in the Department of Language Education, School of Education at the University of Limpopo, South Africa. We found that post-method pedagogy enables pre-service teachers to monitor their teaching process and optimise learners' potential to learn, which affords them opportunities for critical reflection on the self and the social world, as well as opportunities to form learning communities. The results suggest that post-method pedagogy enables pre-service teachers to recognise their prior and current knowledge, and their potential to teach and act autonomously. This promotes their ability to know how to develop a reflective critical approach in their teaching by analysing and evaluating their teaching acts, initiating change in their classroom practices, and monitoring the effects of these changes. We concluded that post-method practice could provide teachers, curriculum developers and researchers with an understanding of the realisation of post method in teaching and learning of EFAL in South African classrooms.

Keywords : critical pedagogy; learning communities; post-method pedagogy; pre-service teachers; student autonomy; teacher autonomy; transformative intellectual.

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