Tracing the development of language teaching methodologies from the 1800s to the present day.
A traditional approach originating in the 18th and 19th centuries for teaching classical languages. It focuses on the detailed analysis of grammar rules and translation of texts from the target language into the native language.
Emerging as a reaction to Grammar-Translation, this method mimics first language acquisition. It emphasizes direct association of words with objects and actions without using the native language.
Developed during WWII (Army Method), it relies on behaviorist psychology. Language learning is viewed as habit formation through repetition and drills, emphasizing pronunciation and pattern practice.
Developed by Caleb Gattegno, this method emphasizes learner autonomy. The teacher remains mostly silent, using props like Cuisenaire rods to guide students to discover language rules independently.
Created by Georgi Lozanov, this method uses relaxation, music (Baroque), and positive suggestion to create a low-anxiety environment, aiming to tap into the subconscious for accelerated learning.
Developed by James Asher, TPR coordinates speech with action. It mimics early childhood language acquisition where listening and physical response precede speaking.
CLT emphasizes interaction as both the means and the ultimate goal of study. It focuses on communicative competence (fluency and appropriateness) rather than just grammatical accuracy.
TBLT organizes learning around the completion of meaningful tasks. Language is learned as a result of using it to complete the task, with a focus on meaning first, then form.
PBLT involves students designing, planning, and carrying out an extended project that produces a publicly exhibited output such as a product, publication, or presentation.
CBI integrates language learning with content learning. The target language is used as the medium to teach a subject (e.g., science, history), promoting learning of both simultaneously.
This approach combines traditional face-to-face instruction with online digital media and AI tools. It allows for personalized, adaptive learning and extends learning beyond the classroom.
Translanguaging views a student's full linguistic repertoire as a resource. It encourages the fluid use of both native and target languages to maximize communication and understanding.
Proposed by Michael Lewis, this approach argues that language consists of grammaticalized lexis, not lexicalized grammar. It focuses on teaching collocations and fixed phrases (chunks).
Also known as the Inductive Approach, this method encourages students to observe language examples and infer rules for themselves, rather than being taught them explicitly.