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Mobilizing Departments of English for the Post-Method Paradigm: Empowering Heads of Department to Make the Transition

Mobilizing Departments of English for the Post-Method Paradigm: Empowering Heads of Department to Make the Transition

Ann-Marie Wilmot
Copyright: © 2019 |Pages: 28
ISBN13: 9781522592280|ISBN10: 1522592288|ISBN13 Softcover: 9781522592297|EISBN13: 9781522592303
DOI: 10.4018/978-1-5225-9228-0.ch011
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MLA

Wilmot, Ann-Marie. "Mobilizing Departments of English for the Post-Method Paradigm: Empowering Heads of Department to Make the Transition." English Language Teaching in a Post-Method Paradigm, edited by Paulette Joyce Feraria, IGI Global, 2019, pp. 255-282. https://doi.org/10.4018/978-1-5225-9228-0.ch011

APA

Wilmot, A. (2019). Mobilizing Departments of English for the Post-Method Paradigm: Empowering Heads of Department to Make the Transition. In P. Feraria (Ed.), English Language Teaching in a Post-Method Paradigm (pp. 255-282). IGI Global. https://doi.org/10.4018/978-1-5225-9228-0.ch011

Chicago

Wilmot, Ann-Marie. "Mobilizing Departments of English for the Post-Method Paradigm: Empowering Heads of Department to Make the Transition." In English Language Teaching in a Post-Method Paradigm, edited by Paulette Joyce Feraria, 255-282. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-9228-0.ch011

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Abstract

This chapter makes the claim that English Language Heads of Departments are best suited to lead transition efforts from a traditional to a post-method pedagogy Department of English. It claims that though they are lacking some requisite competencies, skills, and disposition to do so successfully, special training preparation to undertake this mobilization could have a positive impact. It gives a brief overview of the dynamics of HODs' operational context and illustrates why these heads are best suited to influence their department members' embrace of the post-method paradigm. Additionally, it will also discuss some of the challenges that these department heads could encounter during the transition period and ways to resolve them. Finally, it will recommend a theoretical training framework of support to bridge the gap of skills, competencies, and dispositions to make them more suited to aid transition to post-method departments.

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