Exploring Postmethod Pedagogy in Teaching English as Second Language in South African Higher Education

Abstract

This article investigated the use postmethod pedagogy for professional growth of lecturers to improve ESL students’ English proficiency using qualitative approach with open-ended questionnaires and in-depth interviews to collect data. The research population of this study included twelve ESL lecturers (six females and six males) in the faculty of education at three institutions of higher education five to twenty years of teaching experience. The study found that postmethod pedagogy recognises the need for inclusivity of students and the empowerment of lecturers to ensure that what happens in the classroom is making a difference outside the classroom. The results suggest that lecturers recognize their own powers as great sources in creating methods for their professional growth and creation of a meaningful learning environment. This study recommends that lecturers should consider student choices and initiative as a fundamental factor for successful ESL learning and teaching, while striving for professional growth.

DOI: 10.5901/mjss.2015.v6n1p517