The second language teaching has been con-stantly experiencing paradigm shifts. Teaching approachesand pedagogical beliefs come and go, others are modifiedand updated. With these developments, a number of new andperennial issues arise as well. This paper, then, identifies thetransitions and developments in the second language peda-gogy from the traditional methods to postmethod. With theincreasing influence of postmethod pedagogy in languageclassrooms, this paper attempts to discuss and shed light onthese key issues derived from recent literature and studiesusing the grounded theory. This paper further aims to offeralternatives on how these challenges can be confronted usingan ESL teaching model and teaching–learning principlesfrom a sociocognitive-transformative perspective

• A Macro Perspective on Key Issues in English as SecondLanguage (ESL) Pedagogy in the Postmethod Era: ConfrontingChallenges Through Sociocognitive-Transformative Approach