History of Language Teaching

Study Notes

Before the 20th century, language teaching was best captured as a "tradition" known as the Classical Method or Grammar Translation Method, focusing on grammatical rules as the basis for translating from the second language to the native language.
This method involved: • Classes taught in the mother tongue with little use of the L2 • Vocabulary taught in lists of isolated words • Elaborate explanations of grammar intricacies • Reading of difficult classical texts begun early • Texts treated as exercises in grammatical analysis • Occasional drills and exercises in translating sentences from L1 to L2 • Little or no attention to pronunciation

In the 1900s, the Direct Method emerged, involving students making direct associations between objects or concepts and the corresponding words in the target language.
The Oral Approach of the 1920s focused on speaking and listening, with language presented in everyday scenarios and students having to mainly listen and repeat.

Stephen Krashen's Acquisition vs. Learning theory distinguishes between language acquisition (a natural process) and language learning (a conscious process).
Examples of language acquisition and learning include: • Timmy, a one-year-old, learning to say "Mama" by hearing his sister say it. • Tania, a student, taking an English as a second language class to prepare for high school. • Shiela, practicing pronunciation by recording herself. • Ken, able to speak English effectively after 30 years of exposure to the language.

English is essential for various reasons, including: • Course syllabus • Grading system • Midterm and final exams • Assignments and activities

EL 103 course covers principles and theories of language acquisition and learning.
The course instructor is Ms. Angelica Jimenez.

Language is a complex, specialized skill that develops spontaneously in children without conscious effort or formal instruction.
Language is deployed without awareness of its underlying logic and is qualitatively the same in every individual.
Language is distinct from more general abilities to process information or behave intelligently.
Language is not something that comes in "nicely packaged units" and is a multiple, complex, and kaleidoscopic phenomenon.
Language is systematic, a set of arbitrary symbols, primarily vocal, but also visual, and may be written or signed.