Page 349 - Beyond Methods

Index
337
Pierce, B. N., 48, 59
Pinker, S., 156, 159
Plausibility, sense of, 33–34
Politics: definition of, 141–42; political
apologies, 172 – 75; of standardization, 241–49. See also Social relevance; Sociopolitical consciousness
Possibility parameter, 36–38, 40–43, 256–58
Postcolonial theorists, 242–43 Postformal teachers, 14–15. See also
Transformative intellectuals Postmethod pedagogy: as alternative to method, 32–33; attributes of, 32–33;
and principled pragmatism, 33–34; and sense of plausibility, 33–34; and teacher autonomy, 33; particularity pa- rameter of, 34–35, 37–38, 40–43; prac- ticality parameter of, 35–38, 40–43; possibility parameter of, 36–38, 40–43, 256 – 58; macrostrategic framework of, 38–43, 316; and pedagogic wheel,
41 – 42; and goals of strategic teachers, 42 – 43; alphabet of pedagogic thought, 316–17; challenges of, 317–18. See also Macrostrategies
Prabhu, N. S., 33–34, 46, 215, 229 Practicality parameter, 35–38, 40–43 Practice and theory, 17–21, 33 Pragmatism, 33–34
Principled pragmatism, 33–34
Private speech, 113
Procedural mismatch, 87–88 Process-oriented models of classroom ob-
servation, 287–88
Process questions, 49, 50 Product-oriented models of classroom ob-
servation, 287–88
Product questions, 49
Professional theory, 18–20, 33. See also
Theory
Questioning: by learners, 49; by teach- ers, 49–58, 71–74, 166
Rampton, B., 269
Referential questions, 50, 71–74
Reflection-in-action, 10 Reflection-on-action, 10
Reflective teaching, 9 – 13, 15 – 16, 21 Richards, J., 11 – 12, 24, 28 Riggenbach, H., 107 – 8, 215
Rivers, W., 23, 24 – 25, 185, 228 – 29 Robinson, 194
Robinson, G., 269, 270
Rodgers, T., 24, 28
Role-plays, 105
Rost, M., 228
Routine versus reflective action, 10 Rutherford, W., 25, 177, 184, 187
Sato, 50
Savignon, S., 227
Saxena, M., 250–52
Scharle, A., 135, 143
Schmidt, R., 188
Schon, D., 10
School language versus home language,
262–64
Self-access learning, 132
Self-direction, 132
Self-instruction, 132
Selinker, L., 227, 229
Sense of plausibility, 33 – 34
Separation of language skills, 225 – 28 Shaw, G. B., 160
Simon, R., 13, 141
Sinclair, B., 133, 135, 137 – 38
Singapore, 246 – 49, 257
Singlish, 248 – 49, 257
Situational context, 209–12
Situational role-plays, 105
Slimani, A., 71, 78, 120, 123
Smith, S., 187
Smitherman, G., 59, 246
Snow, C. E., 103
Social relevance: brief description of, 39;
introduction to, 239–40; and status of English as global language, 240–41; and politics of standardization, 241–49; and English in L1 context, 244–46; Sin- gaporean English and standardization, 246–49, 257; standardization in L2 context, 246–49; minority learners in