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.