language teaching methods timeline

Karla Janette Ramírez Salgado LEA Inglés II Methods and approaches for English teaching. May 8, 2024.

Language teaching methods

16 th - 19th centuries

1980

1977

1960

CONTENT BASED INSTRUCTION

NATURAL APPROACH

TOTAL PHYSICAL RESPONSE

GRAMMAR TRANSLATION.

1970

1978

1993

1950

COMMUNICATIVE LANGUAGE TEACHING

SUGGESTOPEDIA

LEXICAL APPROACH

AUDIOLINGUAL METHOD

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Timeline Educación

20XX

20XX

20XX

20XX

20XX

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GENIAL

20XX

GENIAL

20XX

GENIAL

20XX

What it is: A method focusing on listening and speaking through repetition and drills. Origin: Developed during World War II for rapid language training of soldiers. Objectives: Accurate pronunciation, quick and correct responses, and grammar mastery. Teacher’s Role: Leads the class, models language, corrects errors. Student’s Role: Passive, focused on repetition and memorization. Activities: Dialogues, substitution and transformation drills, role-plays. Target Skills: Speaking and listening with correct pronunciation and grammar

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Dr. James J. Asher developed the Total Physical Response (TPR) method. What it is: TPR is a language teaching method that combines language learning with physical movement to aid comprehension and retention. Origin: It was created in the 1960s, based on the natural way children learn their mother tongue Main Objectives: To teach language through physical activity, focusing on listening comprehension before speech production. Teacher’s Role: The teacher gives commands in the target language, and students respond with physical actions. Student’s Role: Students physically respond to the teacher’s commands, which helps internalize the language. Activities: Include actions like “Stand up,” “Walk to the door,” and role-playing scenarios. Target Skills: Aims to improve listening comprehension and vocabulary related to actions.

What it is: A language teaching method that emphasizes communication and language exposure before detailed grammar study Origin: Developed in the late 1970s by Stephen Krashen and Tracy Terrell, based on naturalistic language acquisition studies. Main Objectives: To foster naturalistic language acquisition in a classroom setting, focusing on communication over grammar. Teacher’s Role: To provide comprehensible input and create a stress-free learning environment. Student’s Role: To be exposed to language input and use the language for real purposes. Activities: Include content-based activities, personalizing language, games, and problem-solving. Target Skills: Focuses on developing communicative skills in a naturalistic manner

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What it is: A language teaching method that uses suggestion and relaxation to promote learningOrigin: Developed in the 1970s by Bulgarian psychiatrist Georgi Lozanov. Main Objectives: To enable language learning in a stress-free environment and to tap into students’ mental reserves Teacher’s Role: Acts as a facilitator, using music and positive suggestions to create a conducive learning atmosphere Student’s Role: Learners take on new identities and respond to the language in a relaxed state, absorbing information subconsciously Activities: Include listening to music, role-playing, and using art to create a positive learning environment Target Skills: Focuses on overall language acquisition, particularly through subconscious learning and positive reinforcement.

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The Grammar Translation Method is a language teaching approach that focuses on grammar and text translation to develop written comprehension and reading skills. It uses literature to learn about culture and emphasizes correction in teaching.

Activities: Translation of texts from the target language into the native language. Reading comprehension exercises based on translated texts. Memorizing vocabulary lists and grammatical rules.

Origin. The Grammar Translation Method originated in Prussia in the late 18th century. It was modeled after the traditional system used for teaching Latin and Greek. Main objectives:

Develop reading ability: GTM aims to develop students’ reading skills to a level where they can read literature written in the target language. Learn grammar rules: GTM emphasizes the learning of grammar rules for better accuracy in using the target language. Teacher's role: Acts asn an authority figure, providing models of grammar, teaching grammatical rules. Student's role: Students have a passive role, focusing on memorizing grammatical rules and vocabulary.

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What it is: CBI is an educational approach where students learn a language by engaging with subject matter content. Origin: It emerged in the 1970s, focusing on meaningful content to facilitate language learning. Main Objectives: The goals are to construct knowledge, use language purposefully, and learn about language through its use. Teacher’s Role: Teachers facilitate learning by providing comprehensible input and guiding students through content. Student’s Role: Students actively participate in learning, using language to engage with content and support their peers. Activities: Activities include research tasks, group work, presentations, and content-based projects. Target Skills: CBI aims to develop linguistic ability, critical thinking, and study skills like note-taking and summarizing.

Origin: CLT emerged in the 1970s as a response to the perceived shortcomings of traditional grammar-translation methods Main Objectives: The main objectives of CLT are to improve communicative proficiency in all language skills, including reading, writing, listening, and speaking, and to focus on the grammatical, discourse, functional, sociolinguistic aspects of communicative competence. Teacher’s Role: In CLT, the teacher acts as a facilitator, creating a classroom environment where students can interact and use the language in meaningful ways Student’s Role: Students are encouraged to engage in communication to develop their language skills actively. . Activities: Classroom activities include role-plays, interviews, group work, information gap activities, opinion sharing, and scavenger hunts to promote communication. Target Skills: CLT aims to develop the ability to communicate effectively in the target language, focusing on all four language skills: speaking, listening, reading, and writing. Author: The communicative approach was developed by several theorists, but one key author who has written extensively on the subject is William Littlewood

What it is: A method focusing on lexical units or “chunks” of language, such as collocations and fixed phrases, rather than on grammar alone. Origin: Introduced by Michael Lewis in 1993, it’s based on the idea that language consists of grammaticalized lexis, not lexicalized grammar. Main Objectives: To increase students’ exposure to and use of lexical chunks, which are believed to be crucial for language fluency . Teacher’s Role: To highlight lexical chunks, provide extensive, comprehensible input, and encourage noticing and use of collocations and phrases. Student’s Role: To actively notice and record lexical chunks, engage with authentic materials, and use lexical items in communication. Activities: Activities include identifying lexical chunks in texts, translation exercises, and using lexical items in communicative tasks. Target Skills: Aims to develop fluency and communicative competence by focusing on the nuanced use of lexical phrases