RECONSIDERING THE TRANSITION OF ELT APPROACHES IN THE ESL/EFL FRAMEWORKS

2021-01-10 2021-04-10 2021-04-23 9/29/2024 12:00:34 AM Advanced Education and Research 11 2021 Editorial 1 8 2021 10.21065/AdvEduRes.11.1 http://dx.doi.org/10.21065/22226184.11.1 English Mohammad Ehsanul Islam Khan ELT approaches, CLT, Post-method, ESL/EFL frameworks This editorial dealt with the effectiveness of the recent shifting of English language teaching (ELT) approaches from Communicative Language Teaching (CLT) to the post-method pedagogy in the second or foreign language frameworks and represented the swaying needs of post-method in the perspectives of English as a second or foreign language along with the preceding studies about the communicative language teaching. Some scholars consider that CLT has been unsuccessful in reaching its goal in the frameworks of English as a second/foreign language teaching and learning, while others have opposite views. Few academics even tagged CLT as a symbol of western preeminence, which is quite unacceptable. Post-method is certainly a flexible teaching method, but the teachers must first comprehend why and how this transition should be carried out. The current editorial focused on the ELT development of second/foreign language frameworks. The editorial depicted that the post-method has not been organized appropriately to make the transition effective.