Post Method Pedagogy: Opportunities and Challenges in EFL Context of Nepal

The purpose of this article is to familiarize the popular concept, Post Method Pedagogy, that has been emerging in field English language teaching and its importance a developing country like Nepal where regarded as foreign language. idea post-method pedagogy was first put forward by Kumaravadivelu 1994. It an attempt go beyond quest for best method restrictions teaching. Pedagogy premise not limited classroom strategies, institutional materials, curricular objectives, evaluation measures, but also covers traditionally overlooked areas such historical, political, socio-cultural experience. three-dimensional system with three pedagogic parameters: particularity, practicality, possibility. parameter particularity rejects notion perfect instead emphasizes teachers’ critical awareness environmental factors should be primary consideration pedagogy. Next, dimension practicality presented way teachers develop their practice theorizing from practicing what they theorize relying on external sources knowledge. Third, possibility stance that, via pedagogy, social inequality can exposed, status quo questioned, individuals have reform identities, transformation take place. boundaries parameters are somewhat unclear characteristic features these overlap. They shape shaped one another. interact each other. However, it said together constitute ELT classrooms Nepalese context some basic challenges.