Beyond Methods: Macrostrategies for Language Teaching

By B. Kumaravadivelu. 2002

779 citations recorded by the source corpus.

In this work, B. Kumaravadivelu presents a macrostrategic framework designed to help both beginning and experienced language teachers develop a systematic, coherent and personal theory of practice. His book offers to provide the tools a teacher needs in order to self-observe, self-analyze, and self-evaluate his or her own teaching acts. The framework consists of ten macrostrategies based on current theoretical, empirical and experiential knowledge of second language and foreign language teaching. These strategies enable teachers to evaluate classroom practices and to generate techniques and activities for realizing teaching goals. With checklists, surveys, projects and reflective tasks to encourage critical thinking, the book is designed to be both practical and accessible.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/ee937bfc5cf6b2e04780d3fe35f2634b8cd56e2b

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In Education

Citations in the corpus

Challenges Facing Asian International Graduate Students in the US: Pedagogical Considerations in Higher Education. (2014, background): “…approaches become particularly powerful for NNES international graduate students seeking academic rigor and the opportunity to influence or co-manage meaningful learning contexts for themselves while also deepening their academic and social language skills in English (Kumaravadivelu, 2003).”
The Routledge handbook of English language teaching (2018, background): “Indeed, these small words are so important to establishing meaning that corpus studies have shown that twelve prepositions are among the fifty most frequently used words in English (Liu, 2013).”
Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. (2016, methodology): “…has led to rethinking of the language teacher’s identity from a “passive technician” to a “reflective practitioner” through to a “transformative intellectual” (Kumaravadivelu, 2003, pp. 8–13; 2012), which amplifies the moral orientation to conceiving the roles and identities of language teachers.”
Postmethod Discourse and Practice (2008, background): “Three principles, or pedagogies, summarize how postmethod defines L2 teaching: practicality, particularity, and possibility (Kumaravadivelu, 2001, 2003a, 2003b, 2005).”
TESOL Methods: Changing Tracks, Challenging Trends (2006, background): “…contexts of teaching, by designing appropriate microstrategies to maximize learning potential in the classroom, and by monitoring their teaching acts, teachers will eventually be able to devise for themselves a systematic, coherent, and relevant theory of practice (see Kumaravadivelu, 2003).”
CRITICAL LITERACIES AND LANGUAGE EDUCATION: GLOBAL AND LOCAL PERSPECTIVES (2005, background): “…2004; Purcell-Gates & Waterman, 2000; Sahni, 2001), universal methods and conceptions of power may certainly be inappropriate, as widely acknowledged (Kumaravadivelu, 2003a), but local specificities indiscernible or of marginal relevance to the diversity of life stories unfolding across the globe.”