• LINGARAJ PADHAN

English language education and the increasing demand of English as medium of instruction has proliferated the issues and challenges in language teaching, especially English in India and its rural ESL contexts. The problem is multifarious – its understanding, practices, translation, materials, methods, skills etc. at various levels. The revolutionary use of ICT in English language classrooms has expanded new possibilities in its pedagogy and development. In the context, the paper is triggered to have a justified and critical view on the development of English language teaching (ELT) from a ‘method era’ to ‘postmethod era’ following its adaptations. Adding to it, the new look of the postmethod pedagogy in the 21st c must be accepted with the changing needs of the time. Further, it tries to explore the present understanding revolving around ELT in the functional English language classrooms and multifaceted responsibilities of its shareholders.

pedagogy, ELT, method era, postmethod era

"Postmethod English Language Pedagogy and its 21st C Understanding: A Rethinking", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 4, page no.k329-k335, April-2023, Available :http://www.jetir.org/papers/JETIR2304A48.pdf

"Postmethod English Language Pedagogy and its 21st C Understanding: A Rethinking", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 4, page no. ppk329-k335, April-2023, Available at : http://www.jetir.org/papers/JETIR2304A48.pdf