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Are Language Teaching Methods Really Dead as Some TESOL Gurus Have Proclaimed?
¿Realmente el método de enseñanza de los idiomas ha muerto tal como lo han declarado algunos gurús de la enseñanza del inglés?
DOI:
https://doi.org/10.15446/profile.v24n2.96952Keywords:
approach, language teaching, method, methodology, postmethod (en)enfoque, enseñanza de idiomas, método, metodología, postmétodo (es)
Up to the last two decades of the 20th century, the era of methods prevailed as a key component, especially in the field of teaching English as a second language. Nevertheless, by the end of the century, many TESOL authorities were questioning the usefulness and scope of methods. Consequently, the idea was declared dead and the postmethod condition emerged. In this reflection article, it is argued that the nature and scope of a method in the teaching field cannot die for a series of reasons. It is concluded that what can be proclaimed is the death of a unique, universal method, but not the death of methods per se, since this is an essential component of any teaching process.
Hasta las últimas dos décadas del siglo XX, la era del método prevaleció, especialmente en el campo de la enseñanza del inglés como segunda lengua. No obstante, a finales del mismo siglo, muchas autoridades en el área de la enseñanza del inglés cuestionaron la utilidad y el alcance del método. Como consecuencia, se declaró su muerte y surgió la idea del postmétodo. En este artículo de reflexión se sustenta que el método educativo, con su naturaleza y alcance, no puede “morir” por una serie de razones. En conclusión, lo que se puede proclamar es la muerte del método único o universal, pero no la del método per se, ya que éste es un componente esencial de cualquier proceso de enseñanza.
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