The document discusses the evolution of language teaching methodology over the past 25 years, outlining key developments and theories in the field. It highlights the importance of the interaction between language learning, culture, and teaching methods, emphasizing a shift toward learner-centered approaches and the role of teachers in adapting methodologies to their specific contexts. Various syllabi and teaching approaches, including bilingual education and communicative methods, are presented as integral to fostering effective communication skills in language learners.

1. From Unity to Diversity
Twenty-five Years of Language-
Teaching Methodology
by Diane Larsen-Freeman
Presented by: Alissa Deitterick

2. • Methodological Developments
• The past 25 years!
• Triangle (Language Learning/Language
Learner, Language/Culture, Language
Teaching/Teacher)

3. “…think of methodology being depicted
as a triangle, with each angle of the
triangle representing a basic area of the
field.” (p. 29)

4. Language Learning/Language Learner
• 1962: Learning is reached by habit formation and avoiding errors.
Examples are: repetition, drills, positive reinforcement. ALM (Audio-lingual
Method)
• Naom Chomsky
Opposed this view. Example = Children
Overgeneralization  Children attempt to use rules for past tense. (“maked”
“eated”)
They form a hypotheses based on language, test it, and revise it. Same for
ESL.
• Larry Selinker
Interlanguage: “intermediate between native language and target language”
- considered a type of language
- same constraints as any other language with grammatical rules

5. Language Learning/Language Learner
• Differential Success Questions
• Many factors affect ESL.
• Richard Schmidt
- imitation
- Learners memorize phrases/sentences.
• Hatch
- Nonlinguistical processes are important too.
- Native-speaker/nonnative-speaker contact includes adjustments,
which promote communication.

6. Language/Culture
• Syllabus (focus on linguistic structures: simple to complex)
• Hymes
Explained difference between linguistic competence and communicative competence.
• Wilkins
Notional-Functional Syllabus: a course around use of language.
• Krashen and Terrell
Base course on topics and situations.
• 3 dimensions of language: form, function, meaning
• Procedural Syllabus: language is not the basis
• Competency Bases Syllabus: teach survival skills to immigrants
• ESP (English for Special Purposes) = teaching based on the situation of students
• Content Based (bilingual education)

7. Language/Culture
• Content-Based Approaches
1. Bilingual Education/Immersion Education (monolingual students taught by
target language)
2. Sheltered English (students during transitional period until sufficient English)
3. Writing Across the Curriculum (writing assignments in each subject)
Culture
• “…knowing a culture involves so much more than the transmission of
information these cultural notes allow.” (p. 32)
• “…one can be bilingual without being bicultural.” (p.32)

8. Language Teaching/Teacher
“…it is rare that one of these methods is practiced exclusively. “ (p. 34)
• Silent Way (Cognitive Code) – Caleb Gattegno’s (1972) : independent,
gradual learning
• Suggestopedi - Georgi Lozanov (1978): positive environment created by teacher
• Community Learning - Charles Curran (1976) : create community and less fear
• Comprehension Approach – students listen to speaker
• Communicative Approach – social experience
• Principles Eclecticism - combination

9. What are the goals of teachers?
• Prepare students to communicate in English (p. 34)
• Teach students how to learn (p. 34)
Characteristics of the learning process:
- natural
- gradual
- meaningful
- practice

10. So, what do we know now?
“…just because students can speak and hear does not mean that they
know how to communicate orally or listen effectively.” ( p. 35)
• Reading: Schemata – readers develop meaning with background knowledge and
connection
• Writing: This is a recursive process (NOT a linear process)
• Assessment: This should be informal, continual basis (a change in standardized
tests)
Modern methodology is Learner-Centered (humanistic)

11. Remember…
“Only those who are intimately acquainted
with the situation, with the students, and
with themselves can make the choices they
are uniquely suited to make. It is, after all,
only the teachers who will be there assess
the outcome of the choices they make. It is
only the teachers who are there to make
sure that they know why they are doing
what they are doing.” (p. 37)

12. My questions for you:
• Question 1) We have had many developments
for language-teaching methodology within the
last 25 years. Which do you find to be the most
significant contributor to modern-day use and
why? Use specifics from the article.
• Question 2) What language-teaching
methodology can you most relate to within your
own classroom and why? Use specifics from the
article.