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Post-Paradigm Pedagogy: Empowering Educators to Meet the Multifaceted Challenges of Teaching English Language in Jamaica
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Author(s): Neveta S. Roberts (University of the West Indies, Jamaica)and Yonae F. O'Meally-Donald (University of the West Indies, Jamaica)
Copyright: 2019
Pages: 27
Source title:
English Language Teaching in a Post-Method Paradigm
Source Author(s)/Editor(s): Paulette Joyce Feraria (The University of the West Indies, Jamaica)
DOI: 10.4018/978-1-5225-9228-0.ch015
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Abstract
The Jamaican language environment is complex and unique. The two languages, Jamaican Creole and Jamaican Standard English, have been perpetually at odds with the root of this being the language politics. Compounding this situation is the varied language backgrounds of learners. A qualitative research was done to explore the perspectives and experiences of a teacher and fourteen students in order to get a deeper understanding of how they are affected by the controversy surrounding the ‘methods' approach and how post method pedagogy would fit into their context. Interviews done with the teacher and students validated the importance of a post-method paradigm by confirming the value and possibilities of employing this approach in Jamaican classrooms. It was found that once instruction informed by action research and that responds to the language situation is employed in English language teaching, there will be much improvement in the teaching and learning of English in Jamaican classrooms. Therefore, the solution-based approach that is much needed is a post-method pedagogy.
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