2. Introduction
English Language Teaching (ELT) has tremendously changed over the
centuries. Since then, teachers have ever been in search of better and
more effective method of teaching.
The popular trends of ELT in the past have vanished today and have
substituted by others. Several factors have contributed to the
adoption of new trends in ELT.
3. The Changing winds and shifting sands of the history of
ELT
The history of language teaching goes back to the teaching of classical Greek and
Latin before the 13th
century, mainly the analysis of grammar, translation works,
and rhetoric. Modern language like French, English, and Italian began to be
taught as Latin by applying Grammar Translation Method (GTM),
dominated from 1840’s to 1940’s.
The need for communication and oral proficiency leads to the development of
new language learning approaches. New approaches develops up to 1990’s.
4. The Whys and Wherefores of the Paradigm Shifts in ELT
New approaches
are rediscoveries of
old methods
neglected but
re-illuminated
Multiple
Intelligences
Gardner (1993)
Transformational
generative Grammar
Chomsky (1957)
Second
Language
Acquisition
(Krashen)
Total Physical
Response
(Asher)
•Cooperative Learning
•Whole Language Approach
•Neurolinguistic
Programming
•Multiple
Intelligence
Theory
•Content-based
•Task based
•Participatory
approach
5. Key Trends in ELT Today
Networking
Student centredness Reflective Practice
Rethinking aim
Conferencing
Grammaring
Method
synergetics
or eclecticism
Strategopedia
Teachers can enrich their
learning, not to depend
upon theories & methods
Not depending on a
particular method & not
conforming to only one
style, Choosing from a
wide variety
Taking responsibility
for self-direction to
improve students’
learning effectiveness
Teachers play the role
of facilitators in the
class. Students learn by
doing in pairs & groups
Teachers learn to improve
their teaching by trying to
observe, understand, reflect,
learn, & tryout something
happening in the class
Discussing what the aims of
ELT should be. The need of
an approach to language
education that aims at
fostering a sense of social
responsibility in students
Teachers have established
professional organizations;
seminars, workshops,
tarining, and conventions
Grammar is seen as more of
a process than a product.
Grammar is is conceived in
its active & progressive
sense
6. Key Trends in ELT Today
Updating
PPP Lesson
Locally produced
materials
Communicativeness Sharing with a
colleague
Anti-method era
Frustration
Future trend
Teachers read journal, participate
in training, seminar workshops, etc
to update their knowledge of trnds
& techniques around the world
Presentation
Practice
Production
Imported materials
may not be
effective in other
countries
The focus in on how learners
can be made proficient to
communicate to others who
speak the same TL
Uncertain. Keep predicting
the future of existing trends
and a wave of change.
Teachers find a sollution to a
teaching problem, speak in
confidence about a failure, get
an idea how to teach
effectively
No method is the
best for ELT. ELT is
now in ‘post method
thinking’
Teachers have not been
able to follow the trends
due to lack of resources
available to them
7. Conclusion
There is no single most excellent way of
teaching foreign languages. Instead, ELT
practicioners around the globe put into
practice a great deal od diverse activities to
keep themselves up-to-date and enhance their
practices which have been dealt above.
8. Karn, S.K. (2007). Current Trends in ELT around the Globe. Journal of NELTA , 12: 1 & 2, 60-66.
References:
Thanks for your
attention ;-)
How about in Indonesia?
