The document discusses different approaches, methods, and techniques for teaching second/foreign languages: - The grammar-translation approach focuses on translating between the target and native languages with little target language communication. - The direct approach prohibits use of the native language and uses dialogues/actions to teach meaning and inductive grammar learning. - The reading approach teaches grammar for reading comprehension and emphasizes reading skills over oral proficiency. - Audiolingualism uses dialogues, mimicry, and habit formation to teach grammatical structures sequentially. - The communicative approach aims to develop students' ability to communicate through meaningful tasks and authentic materials. - Task-based instruction uses tasks and projects to exploit a wider range of

1. Enrique Arias Castaño

14. Content-based Instruction (CBI) (Davies, 2003)

15. Snow, 2004 The intregration of language teaching aims with subject matter instruction

16. (Shang, 2006)

17. Met’s Analysis (2004) Content-Driven Content is taught in L2. Content learning is priority. Language learning is secondary. Content objectives determined by course goals or curriculum. Teachers must select language objectives. Students evaluated on content mastery. Language-Driven Content is used to learn L2. Language learning is priority. Content learning is incidental. Language objectives determined by L2 course goals or curriculum. Students evaluated on content to be integrated. Students evaluated on language skills/proficiency.