This document discusses the historical evolution of language pedagogy and methods from the 19th century to present day. It outlines three main phases of innovation: 1) changes in teaching methods, 2) contributions from language sciences/research, and 3) technological innovations. Key methods and approaches mentioned include the Grammar Translation Method, Direct Method, use of language laboratories, and computer-assisted language learning (CALL) through its behaviorist, communicative, and interactive/technology-enhanced stages. The focus has shifted from grammar translation and rote memorization to more natural, meaningful, and communicative approaches facilitated by advances in technology.

1. LANDSCAPES FOR
LEARNING: CONCEPTUAL
AND HISTORICAL
FRAMEWORK
•Flávia Rodrigues Nunes
•Lídia das Chagas Pedro
•Mariana Clímaco
•Michel Souza

2. Changes in theories of learning affect uses
of technology, but new technologies also
make new kinds of interactions possible
and hence affect theories of learning.
(Cognition & Technology Group at
Vanderbilt, 1996)

3. In his treatment of the historical developments in
language pedagogy, Stern (1992, p.6) isolates three
ways in which language pedagogy has aimed to
renew and improve itself:
 1. Innovation through change in teaching methods;
 2. Innovation through language-related sciences and
research;
 3. Technological innovation.

4.  The evolution of second- and foreign- language
teaching has been clearly chronicled and
delineated by researchers and theorists and has
been largely discussed and debated in
a ”methods” framework.
 Stern (1983) describes a method as a ”theory of
language teaching” or school of thought
resulting ”from practical and theoretical
discussions in a given historical context”(p. 452).

5. The 19 Century
th
 The characterizing feature of the method – Grammar
Translation Method – was its emphasis on translation
into and from the target language. The goal of studying
a foreign language was to learn the language so as to
be able to read its literature.
 Little emphasis on speaking or listening to the language
was encouraged. Instead, the ”book-oriented
method” reflected an intellectual activity of mental
discipline involving reading and memorization of rules
and facts (Stern, 1983).

6. The consequence was that...
In the final decades of the nineteenth century,
grammar translation was attacked as a cold
and lifeless approach to language teaching,
and it was blamed for the failure of foreign
language teaching.
The majority of language teaching reforms in
the late nineteenth century and throughout
the first half of the twentieth developed in
opposition to grammar-translation.

7. The Early 20 Century th
 The interest in developing principles grew out of
naturalistic principles of first-language acquisition and
reflected the beginnings of the discipline of applied
linguistics.
 The principles emphasized the importance of listening
and speaking the foreign language. Meaningful
contexts for learning, inductive teaching of grammar
and avoidance of translation were some of the
principles put forth.

8.  These principles provided the foundation for the
Direct Method.
 The new method which emphasized communication
in the target language arose out of the need for
more effective language learning ”in a new world
of industry and international trade and travel”.

9. The Language Laboratory
 The laboratory of language emerged in the mid-50’s
with the intention of facilitating learning
 The laboratory was composed of individual structures
containing a cassette tape recorder where the student
had access to the discipline studied and could record
their own comments in the breaks
 It was possible a communication between two people in
a confined space thru a radio
 Finally with this feature was possible to improve the
teaching / learning the language, in this case English

10. Computer-assisted language learning
(CALL)
 The title speaks for itself ... and it tells us?!
 CALL that is the acronym used to describe the
technology that was developed to assist teaching
and learning of languages
 It can be divided into three stages:
Behaviorist;
Communicative;
and Interactive.

11. Behavioristic CALL
 This phase of CALL is a behaviorist point where the introduction of
the computer allows for repetition and memorization of
knowledge
 It also allows a teaching / learning individualized and easily
accessible without the computer gets tired of repeating
 This phase was to fall into the academic and teaching as a
method that injects knowledge and not the individual constructs
 And with the boom of the web and unrestricted access to more
varied sources of information about everything, including on new
methods of language teaching

12. Communicative CALL
 The pedagogical approach in this phase is performed
through the construction of knowledge
 Students and teachers are the protagonists of their ways
to learn and pass knowledge on
 This is a phase in which learning becomes fun, because the
teacher has several options tools, particularly via the
Internet
 It is a phase in which the individual can connect their
knowledge with the world has acquired new information
presented to all in a sometimes abrupt

13. Technology-Enhanced Language
Learning (TELL)
 TELL: this stage is part of the process Interactive CALL, which means
work on specific bases at the computer for different subjects
 Use of social networks as a method of teaching as well as blogs and
space for socializing where the user can interact with a group of
people or a crowd or publishing papers commenting on the work of
others
 It is a phase that tends to extend taking into account the speed of
technological change today, and the dynamism with which humans
can adapt to something new
 It is a phase where the individual has total control over the
information that must be absorbed or not and how better way to
exchange thoughts useless of new thoughts