The second language teaching has been constantly
experiencing paradigm shifts. Teaching approaches
and pedagogical beliefs come and go, others are modified
and updated. With these developments, a number of new and
perennial issues arise as well. This paper, then, identifies the
transitions and developments in the second language pedagogy
from the traditional methods to postmethod. With the
increasing influence of postmethod pedagogy in language
classrooms, this paper attempts to discuss and shed light on
these key issues derived from recent literature and studies
using the grounded theory. This paper further aims to offer
alternatives on how these challenges can be confronted using
an ESL teaching model and teaching–learning principles
from a sociocognitive-transformative perspective.

EB00000002273K

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• A Macro Perspective on Key Issues in English as Second Language (ESL) Pedagogy in the Postmethod Era: Confronting Challenges Through Sociocognitive-Transformative Approach