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
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
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
