The post-method reality of ESL/EFL education, in which LT is no longer perceived as a largescale enterprise based on one universal method, has encouraged theoreticians and practitioners to search for more personalised ways L2/FL teaching. This specifically applies pronunciation instruction, whose models, priorities teaching procedures ought be considered light the tenets Post-Method Era. Even t...

Background: Current barriers to effective student evaluations in the clinical area are numerous and growing and new pedagogies need to be developed. We developed an educational pedagogy to aid in critical thinking for graduate and undergraduate nursing students in clinical areas that can replace or augment written care plans. Methods: Evaluate the effectiveness of the new ABC’s pedagogy (A=Anat...

PURPOSE To explore how, in health professions education (HPE), the concept of critical consciousness has been defined and discussed, and to consider and suggest how critical pedagogy could be applied in practice. This exploration responds to increasing calls in the literature for HPE to foster compassionate care and social consciousness through the social sciences and humanities. METHOD The a...

This article argues that the teaching of English as an international language (EIL) should be based on an entirely different set of assumptions than has typically informed English language teaching (ELT) pedagogy. To begin, several defining features of an international language are described. Because these features have altered the nature of English itself, the author maintains that the pedagog...

Natural pedagogy emerges early in development (Knudsen & Liszkowski, 2012), but good teaching requires presenting evidence specific to learners’ knowledge (Shafto, Goodman, & Griffiths, 2014). How might the development of Theory of Mind (ToM) relate to the ability to select pedagogical evidence? We present a training study in which we investigated the link between preschool-aged children’s fals...