Revista EducaciÃ³n y Ciudad - EdiciÃ³n nÃºmero 20 - IDEP

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Investigación en Formación DocenteA New “Pedagogy Era”:The Post Method in ColombiaSince the Ministry of Education imposes the CommonEuropean Framework in Colombia as a guideline for teachinglanguages, the lack of competent and trained teachersbecame more evident. Colombian Ministry insistson the implementation of bilingualism but it does not havethe tools to do it. The aim of becoming bilingual in <strong>20</strong>19has obliged the ELT community to desperately look for amethodology that fits in its context and that, at the sametime, achieves the goal in respect to bilingualism. My experiencealong ten years allows me to state that this needof change made the ELT community, especially some newera teachers, become interested in the Postmethod Condition.It is understood as an alternative to find strategiesto teach in a better and a more effective way, which takesinto consideration the learner´ views in preparing and teachinglanguage, techniques, strategies, activities, processes,materials, among others. This attempt is completelyvalid but, taking a look at our local reality, the results donot reflect it. Probably it is because some teachers did notknow about the Postmethod and followed different kindsof “traditional” methods; some others knew, conceivedand applied the Postmethod Condition in a completely differentway. Bearing in mind the facts addressed before,I consider that the Postmethod is neither well known norunderstood by ELT; besides, it is not creating, at least upto now, a “new pedagogy era” in Colombia.However, as a teacher who is beginning in the Postmethodtheory, I dare to say that this “new era” could become trueif ELT teachers attempt to formulate their own methods ofteaching based on their classroom situations and on otherapproaches or methods they consider relevant. The ideais that these new methods reflect the teachers’ beliefs, values,and experiences. In fact, the teachers add, revise oradjust the methods and approaches based on their ownreal classroom, students and contextual factors.125
New pedagogical eraConclusionsAnd ImplicationsThis article is an attempt to reflect on some Postmethodprinciples and their implications in our country. After thisreflection I can draw the following conclusions.1. Some advantages of methods are that they are easy toimplement, they are based on reliable principles and differentresearches, a number of them work for some learners.Some disadvantages are that they create a barrierbetween researchers and teachers; they do not allow variationand ignore local particularities. For these reasons Ithink that there is not a perfect method; as teachers gainexperiences, they will understand or conceive a particularmethod in a different way.2. The Postmethod is not a method itself; it is the linkingof diverse solutions to language teaching difficulties. Thesesolutions are not static but dynamic because teachersand their learners can take advantage of them as betteras possible.3. Teachers who are really interested in becoming Postmethodteachers should hold some principles which are importantfor them such as trusting their intuition, relying ontheir experience, never stop learning, taking into accountthe input of specialists, but being their own guide andlooking objectively at their own teaching practice and donot be afraid of change. They must feel encouraged toformulate their own methods of teaching based on theirclassroom situations; Nevertheless, they may be basedon other approaches or methods. To do this possible, I amconvinced that the ELT community needs training aboutthis condition in order to assure the results expected byapplying it. Thus, teachers could avoid an unsystematicmixture of methods, in other words, they do not confusea Post Method use desire with a bad conceived eclecticism.However, most of the ELT teachers look like they havenot separated themselves from the fear and resistance tochange in the way they think and teach. It does not allowthem to be updated and motivated for changing. I considerthat the policies of the Ministry of education have126
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Revista EducaciÃ³n y Ciudad - EdiciÃ³n nÃºmero 20 - IDEP

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