Classroom Culture and Its Importance in the Post Methods Era for Designing Pedagogy in Bangladesh
International Journal of African and Asian Studies www.iiste.org
Classroom culture is an effective determinant for pedagogy to be effective in a particular context. In order to arrive at an appropriate pedagogy in the post methods era the classroom teachers, researchers and curriculum designers must investigate classroom culture. ELT practitioners of various countries are dissatisfied with the effectiveness of the borrowed pedagogy as the pedagogy has not been designed on the basis of the classroom culture as well as of the wider cultural and contextual
... ties of a second language learning situation. This dissatisfaction is severe in Bangladesh. So, it has been a must to reconstruct ELT practices. In this regard, some concepts of Post Method Pedagogy can help a lot for formulating a new process of learning English. The present study has been undertaken with a view to offering some new insights in the light of some aspects of Post Methods Pedagogy. Definition of the Key Terms Classroom Culture: The term "Classroom culture" has been used to mean what happens in the classroom between teachers and students, psychological state of teachers and learners and also the physical setting of the classroom. Post Methods Era: The term 'Post Methods Era' has been used to mean the time after the period of method. Variable: The term refers everything related to the process of teaching and learning. Introduction For designing pedagogy of a particular context it is important to know what happens in the classroom between the teachers and students, and the physical setting of that classroom. This notion is particularly supported by the concepts of Post Method Pedagogy. Many researchers have thought it to be an alternative way for exceeding the boundaries of borrowed methods and approaches. For the last two decades various patterns of classroom instructions had been implemented to teach English in Bangladesh following the methods and approaches borrowed from native English speaking countries. Those patterns of classroom instructions are contradictory to the classroom culture of Bangladesh. None of them has been designed on the basis of the native classroom experiences and contextual realities. No methods or approaches have brought expected results. So, if pedagogy is to be formulated, it needs to be constructed on the basis of the cultural and contextual realities of classroom by the ELT practitioners of this country.