ABSTRACT
Postmethod pedagogy, a three-dimensional system of particularity, practicality, and possibility (Kumaravadivelu, 2003), emerged to address a need to empower English language teachers to be sensitive to and critical of their teaching localities as they create their own English teaching pedagogies and classroom procedures. This chapter explores current theoretical considerations and main approaches to understanding the postmethod pedagogy. In doing so, the chapter examines the theoretical and pedagogical knowledge related to learning and teaching English as an additional language and discusses postmethod parameters that inform prospective and practicing teachers develop comprehensible, articulate, and practical alternatives to methods.
