This document summarizes different English language teaching methods throughout history from 1800 to present day. It begins by outlining various methods in chronological order such as the Grammar Translation Method, Direct Method, Audio-Lingual Method, and others. For each method, it provides the underlying language theory, teacher and student roles, and examples of techniques used. It then discusses changes in English language teaching approaches over time from a teacher-centered model to a learner-centered one. Finally, it outlines 21st century skills such as critical thinking, problem solving, communication, collaboration, and digital literacy that are important for today's students.

1. Innovative
methodologies
for ESL teachersCFPI
08-10-2016
Ruby Vurdien
White Rose Language School

2. Summary of ELT Methods
 1800 – Grammar Translation Method
 1900 – Direct Method
 1945 – Audio-Lingual Method
 1950 – Silent Way
 1960 – Community Language Learning
 1970 – Suggestopedia
 1970 – Total Physical Response
 1970 - Cognitive Approach
 1980 – Communicative Approach
 1985 – Humanistic Approach
 1987 – Task-Based Language Learning

3. Grammar Translation Method
 Language theory – learning to translate language for
understanding literature and for writing
 Teacher – strict authority. Students – passive receivers
of new information
 Techniques include:
 Translation of literary passages
 Reading comprehension
 Memorisation
 Composition

4. Direct Method
 Language theory - Language is for oral use. L1 is
forbidden. Speech in L2 is important
 Teacher – partner and guide. Students – active
participants
 Techniques include:
 Conversation
 Role plays
 Fill in the blanks
 Learn every day vocabulary

5. Audio-Lingual Method
 Language theory – Language is based on
descriptive linguistics primarily for oral
communication
 Teacher – model, director & controller of
students’ language. Students – imitators
 Techniques include:
 Minimal pairs (pronunciation)
 Grammar games
 Substitution drills

6. Silent Way
 Language theory – requires visuals for learning
(pronunciation or grammar components)
 Teacher – silent facilitator of learning. Student-student
learning (students assume responsibility for their
learning and collaborate with each other in solving
language problems)
 Techniques include:
 Teaching pronunciation with ‘sound colour charts’
 Peer correction
 Word charts for vocabulary

7. Community Language Learning
 Language theory - communication, creative
thinking and sharing culture, thereby fostering an
atmosphere of trust in the classroom. L1 can be
used.
 Teacher – counsellor removing threatening factors
from the classroom. Students dependent on
teacher in initial stage
 Techniques include:
 Reflection on experience
 Small group tasks

8. Suggestopedia
 Language theory – communication is a two-plane
process. Language and psychological/physical
factors influence linguistic message. Errors are
allowed. Confidence is built
 Teacher – authority. Students trust teacher
 Techniques include:
 Classroom set-up for comfort
 Drama
 Music

9. Total Physical Response
 Language theory – Language is primarily oral.
Use of commands – similar to native language
acquisition. L1 is used at the beginning.
 Teacher – director of students’ behaviour, followed
by students acting as self-director
 Techniques include:
 Commands
 Role reversal
 Action sequence

10. Cognitive Approach
 Language theory – concepts behind language –
grammar and sets of communicative functions
 Teacher – supplies students with ‘meaningful’ and
‘meaningless’ pattern drills. Students experience
new learning from practising drills
 Techniques include:
 Exchange of information
 Substitution drills
 Collocation

11. Communicative Approach
 Language theory – language is for development of
communicative competence (meaning & function)
 Teacher – facilitator and monitor. Students –
communicators and active negotiators of meaning
 Techniques include:
 Authentic materials
 Language games
 Fill in the gaps

12. Humanistic Approach
 Language theory – language is taught through
items, teaching skills, teacher’s status and
flexibility
 Teacher – facilitator and enabler. Students –
involved in socio-affective learning activities
 Techniques include:
 Cooperation (Teacher-student & student-student)
 Mime
 Arousing interest

13. Task-based Language Learning
 Language theory – language segmentation into
linguistic items (grammatical structures, lexical
items and functions)
 Teacher – observer or counsellor. Students –
engaged in L2 tasks
 Techniques include:
 Collaborative work
 Brainstorming
 Developing linguistic skills

14. Changes in ELT teaching
IN THE PAST TODAY
Students learned about the
language (grammar)
Students learn to use the language
Teacher-centred class Learner-centred with teacher as
facilitator/collaborator
Focused on isolated skills (listening,
speaking, reading and writing)
Focus on the three modes:
interpersonal, interpretive and
presentational skills
Coverage of a textbook Backward design focusing on the
end goal
Using the textbook as the
curriculum
Use of thematic units and authentic
resources
Emphasis on teacher as lecturer /
presenter
Emphasis on learner as “doer” and
“creator”
Isolated cultural “facts” Emphasis on the relationship
among the perspectives, practices
and products of the culture
Use of technology as a “cool tool” Integrating technology into
instruction to enhance learning

15. Changes in ELT teaching
Only teaching language Using language as the vehicle to
teach academic content
Same instruction for all students Differentiating instruction to meet
individual needs
Synthetic situations from textbook Personalized real world tasks
Confining language learning to the
classroom
Seeking opportunities for learners
to use language beyond the
classroom
Testing to find out what students
don’t know
Assessing to find out what students
can do
Only the teacher knows criteria for
grading
Students know and understand
criteria on how they will be
assessed by reviewing the task
rubric
Students “turn in” work only for the
teacher
Learners create to “share and
publish” to audiences more than
just the teacher

16. 21st Century Skills

17. Do today’s learners need to learn
special skills?
 ‘Today because of rapid economic and social change,
schools have to prepare students for jobs that have not
yet been created, technologies that have not yet been
invented and problems we don’t yet know will arise’.
Andreas Schleircher, OECD Director of Directorate of
Education and Skills
(Schleircher, A. (2015) The case for 21st century learning)
http://www.oecd.org/general/thecasefor21st-
centurylearning.htm

18. What skills do you think young
people need?

19. 21st Century Education Video
 https://www.youtube.com/watch?v=nA1Aqp0s
PQo

20. The European Commission -
century skills

21. Categorising the skills
Ways of thinking
Creativity and innovation
Critical thinking, problem
solving, and decision-making.
 Learning to learn /
metacognition (knowledge
about cognitive processes)
Tools for working
Information literacy
Information and
communications technology (ICT
literacy)
Ways of working
Communication
Collaboration
Ways of living in the world
Citizenship (local and global)
Life and career
Personal and social responsibility
–
including cultural awareness and
competence
(ATC21stS, 2013)

22. What is Critical Thinking?
 Reflecting on and judging the assumptions we have
 Exercising sound reasoning in understanding (asking whether
reasons for our beliefs and decisions are any good)
 Understanding the interconnections among systems

23. Problem-solving
 Identifying and asking significant questions that clarify various
points of view and lead to better solutions
 Framing, analysing and synthesising information in order to solve
and answer questions

24. Interpreting information
 Being able to paraphrase, summarise, infer, classify, compare
and explain information effectively and accurately

25. Collaborative Skills
 Articulating thoughts and ideas clearly and effectively
through speaking and writing
 Demonstrating the ability to work effectively with diverse
groups
 Exercising willingness and flexibility to be helpful in making
necessary compromises to achieve a common goal
 Assuming shared responsibility for collaborative work

26. Communicative Skills
 Articulating thoughts and ideas effectively using oral,
written and non-verbal communication skills in a variety
of forms and contexts
 Using communication for a range of purposes (e.g. to
inform, instruct, motivate and persuade)
 Communicating effectively in diverse multi-lingual
environments

27. Leadership skills
 Using interpersonal and problem-solving skills to
influence and guide others towards a goal
 Exploiting the strengths of others to accomplish a goal
 Demonstrating integrity and ethical behaviour
 Acting responsibly with the interests of the larger
community in mind

28. Multicultural competence
 Working appropriately and productively with
others
 Exploiting the collective intelligence of groups
when appropriate
 Bridging cultural differences and using differing
perspectives to increase innovation and the
quality of work

29. Digital Literacy
 Using digital technology communication tools and/or
networks appropriately to access, manage, integrate,
evaluate and create information in order to function in a
knowledge economy
 Using technology as a tool to research, organise,
evaluate, and communicate information and
understanding of ethical / legal issues surrounding the
access and use of information

30. THANK YOU!
Whiterose_va@yahoo.es