To say that the industry of English Language Teaching (ELT) is constantly evolving is an understatement. Those who studied English or any other foraging language in the 1970s or 1980s know that lessons were all about repetition and dictation. Just like architecture, language teaching has changed over time.
Past Methodologies
To understand how modern ELT works, it’s helpful to examine the historical teaching methodologies that have influenced and shaped it. The term ‘methodology’ includes various theories and practices applied in language teaching, such as approaches, methods, and procedures.
- Grammar-translation Method
Initially developed for teaching Greek and Latin, this method was adapted for teaching modern languages in the 19th century when it was introduced into school curricula. Grammar-translation lessons were conducted in the students’ native language using a deductive, lecture-style approach. Students focus on learning and memorising grammatical structures with the primary goal of translating texts, often academically. This method focuses on reading and writing skills exclusively, with no practice in listening, speaking, or pronunciation, thereby significantly limiting the language ability of the learners.
- The Direct Method
Unlike the grammar-translation method, the direct method emphasises developing speaking and listening skills through lessons carried out entirely in the learners’ second language (not their native language), avoiding any translation. Using inductive teaching techniques, the direct method employs pantomimes, real-life objects, and visual aids to help students discover language patterns. Students practise the new language through role-plays and various speaking activities based on questions and answers. Established around 1900 in England, this method gained popularity in the 1970s when adopted by language schools like Berlitz and Inlingua.
- Audio-lingualism
The audio-lingual method is rooted in the behaviourist approach, which supports the idea that behaviour, including language, can be learned through repetition and feedback. During World War II, this method was employed to quickly teach American soldiers basic language communication skills needed for their overseas assignments. Known as the ‘army method,’ it was ideal for instructing large groups through observation and repetition.
Similar to the direct method, audio-lingualism uses lessons delivered in the target language and avoids the learners’ first language. However, the audio-lingual approach focuses on drilling grammar patterns through repetitive exercises without explicit explanations, rather than teaching vocabulary. While there is a focus on speaking and listening, the controlled drilling procedure limits students’ spontaneous use of the language.
Modern Approaches and Classroom Procedures
The global demand for English has driven the need for high-quality language teaching. As English has become an international language of significant importance, the desire to learn and master it has grown substantially.
Over time, educators have sought new methods to teach second languages effectively, aiming for a coherent and comprehensive approach that meets learners’ needs. These methods have been designed based on how the language is presented, the sequence and emphasis on different language skills, and the specification of learning activities. Typically, these methods also include a syllabus or teaching plan that considers grammatical complexity and communicative utility.
Here are some examples of modern ELT methodologies:
- Communicative Language Teaching (CLT) Approach
Currently, this is the most widely spread approach in modern ELT classrooms. The goal of CLT is to enable communication between the learners in whatever situation they may find themselves in, regardless of their grammatical accuracy. To this end, the language taught is based on functions (e.g., booking a hotel room, writing an email of complaint), where the grammar items and vocabulary required are determined by the topic of the lesson.
In a communicative language teaching lesson, the teacher assumes the role of ‘facilitator’, rather than ‘instructor’. In this way, the teacher-facilitator uses (often authentic) materials and related tasks that allow learners to discover and understand the use and the meaning of the language. Unlike an instructor, who ‘spoon-feeds’ the information in a deductive (lecture-style) manner, the facilitator guides learners towards independent learning.
This method requires the teacher to be confident and knowledgeable, and able to deal with learners’ questions and errors as and when they arise. The CLT lesson activities rely heavily on interaction between learners and teachers and, most importantly, among learners. Activities such as role-plays and interviews are ideal in a communicative environment, in which learners are required to find, process and share information in a situation which resembles a real-life scenario.
- Presentation, Practice, Production (PPP)
This widely used procedure in ELT classrooms has faced some criticism.
Presentation
The procedure starts with introducing the topic and eliciting the target language. The teacher shows a picture to the class and asks questions to generate interest. Although this presentation style has been criticised for being too teacher-centred, maximising language elicitation through questions rather than direct instruction can make it more student-centred.
Practice
Students then engage in controlled and semi-controlled exercises, such as gap-fills, focusing on accuracy. Any issues should be resolved during this phase before moving on to production.
Production
In this stage, learners use the new language in a personalised context. Engaging activities like games and silent videos help students produce the language fluently. This stage is crucial as it allows students to internalise the new language. For example, students might mime actions for the class to guess or write a postcard/email imagining they are on holiday. Production activities must be carefully designed to ensure students use the target language. During this phase, the teacher observes and provides error correction as needed.
- Task-based Learning/Teaching (TBLT)
This classroom procedure can be described as an ‘inverted PPP’. After a pre-task activity, students complete a task that leads to the presentation of the new language. The main goal is to engage students in a task or achieve an objective without initially focusing on the language used, which is then analysed and practised afterwards.
Pre-task
In this stage, students explore the topic by eliciting useful vocabulary. The teacher helps them understand the task instructions, such as writing a story based on given clues or analysing a graph.
Task cycle
Students work in groups to plan and complete the task and are encouraged to share their work with their classmates.
Language focus
The teacher then highlights the new language (e.g., grammar, idioms, set phrases) that could be used to complete the task. Students practise this language through controlled exercises.
Post-task
To reinforce learning and check understanding, students may be asked to recreate the task using the new language. Their work is shared, and the teacher provides error correction.
Past vs modern methodologies
Although older methodologies are considered obsolete in many countries, some of their aspects have their uses. For example, a tedious activity, such as dictation, can be transformed into an interactive and engaging ‘running dictation’.
Despite what many educators say, some countries still rely on these methodologies for their language teaching classes at school. Which approach or methodology you apply as a teacher changes depending on where you are in the world. It all depends on your teaching English in Costa Rica strategy or you might find that Japan, for example, is open to new teaching methodologies despite their traditional methods.
All in all, a successful language course is one that follows an eclectic approach, which is a combination of different methodologies. Such courses include items from grammar, lexis, and language skills, all embedded in lessons that target functions, situations, topics that mimic those of the learner’s real life.
