Are we experiencing a ‘post-method’ era in second language teaching?

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dc.contributor.authorNdomba, Rodrick Gregory
dc.date.accessioned2020-05-10T13:58:23Z
dc.date.available2020-05-10T13:58:23Z
dc.date.issued2015
dc.description.abstractApproaches to Second Language teaching have been changing over time. The pivotal force behind the changes globally has been the quest for the best approach. New methods have emerged as old ones are discarded, with less prospects to achieve the best. This paper revisits the chronology of events characterizing the war of methods globally, and highlights key current issues underlining English language teaching in Tanzanian secondary schools. Central to the battle on methods is the need for proper preparation of English language teachers amid claims that their linguistic and methodological standards have been on the decline over decades. Indeed, the switch to competence-based curriculum (CBC) in the current English language curriculum in the Tanzanian system of education invariably calls for an assessment of the Second Language teaching profession in the ‘post-method’ era.en_US
dc.identifier.citationNdomba, R. (2015). Are we experiencing a ‘post-method’ era in second language teaching? Journal of Education, Humanities, and Sciences, 3 (1), pp 75 - 90.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5442
dc.language.isoenen_US
dc.publisherJournal of Education, Humanities, and Sciencesen_US
dc.subjectteaching method, language teaching, pedagogy, teaching approach, curriculum, syllabusen_US
dc.titleAre we experiencing a ‘post-method’ era in second language teaching?en_US
dc.typeJournal Article, Peer Revieweden_US
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