Routledge Key Guides to Applied Linguistics offer clear, comprehensive and concise introductory surveys of core areas of Applied Linguistics, outlining and exploring each sub-discipline within a single volume. Mindful of often diverse perspectives on language and language-related practices in each area, volumes also offer readers the opportunity to reflect on key debates and develop their own thinking on real-world language practices and problems in light of applied linguistic theory and research. The books are structured into three parts: Part 1 covers ‘Contexts’, ‘Concepts’ and ‘Current debates’ and includes both questions for reflection and key readings from the specialist literature . Extracts are framed by author questions directing readers to key points in each text, how each might compare and contrast, and how they deal with issues discussed in the main chapter. Part 2 offers a substantial and annotated list of further reading relating to the main topics in the survey, to serve as a ‘jumping off’ point for further engagement with the field and Part 3 is a glossary providing concise definitions of key terms and concepts introduced in the Survey. Additional e-resources for teaching and learning online are available.
Method and Postmethod in Language Teaching is both an accessible and engaging introductory textbook and a handy reference guide that explores the different ways language teaching methods have been understood and valued.
Divided into three sections, this book considers the contexts, concepts and debates around the methods in language teaching. It sets out ‘traditional’ understandings of method(s) and outlines the key practical debates by examining alternative accounts and critiques which inform, and at times go beyond, postmethod thinking within language teaching.
This volume highlights the importance of teachers’ understanding of their own classrooms and seeks to clarify understandings of language teaching, in terms of pedagogic practices, classroom possibilities and the development of this field.
Throughout this guide, readers are encouraged to develop their own thinking and practice in contextually appropriate ways, assisted by discussion questions and key readings that accompany every chapter. This textbook is an ideal resource for postgraduate and upper-level undergraduate students of language teaching courses and language teaching professionals working around the world.
List of Figures
List of Tables
Acknowledgements
Section 1: Survey
Part 1 - Contexts: Framing the issues: contexts, communities, and method
Chapter 1 ‘Method’, methods and postmethod: initial questions, perspectives, and possibilities
Chapter 2 Locating language teaching: contexts, cultures, and cognition
Part 2 -Concepts: Methods past, present, and future: histories, critiques, and alternatives
Chapter 3 A profusion of methods: ‘progress’, ‘products of their times’, and the ‘procession of methods’ narratives
Chapter 4 Beyond method … to postmethod? Critiques, alternative accounts, and local realities
Part 3 - Debates: Methods and methodologies, theories and practices: questions, possibilities and classroom realities
Chapter 5 ‘Language’, ‘language learning’, and the language classroom: theoretical insights and practical implications
Chapter 6 Language teaching in practice: pedagogical debates, possibilities, and realities
Section 2: Further reading
Section 3: Glossary
References
Biography
Graham Hall is Professor of Applied Linguistics/TESOL at Northumbria University, UK. He is author of Exploring English Language Teaching: Language in Action (2011; 2nd edition, 2017) which was winner of the 2012 British Association for Applied Linguistics (BAAL) book prize. He is also the editor of The Routledge Handbook of English Language Teaching (2016), and was editor of ELT Journal from 2013-17.
