Language Teaching Methodologies History

• English is a global language used across continents in business, science, and diplomacy.
• English was integrated into the Spanish education system in the mid-20th century due to political and economic shifts, including the 1953 Spain-U.S. agreements.
• Spain's entry into the European Economic Community in the 1980s increased the importance of English for global communication.
• Current English teaching methods combine various techniques to develop students' communicative competence for real-world situations.
• Organic Law of Education 2/2006 and Royal Decree 157/2022 establish the basic curriculum of Primary Education, emphasizing communicative competence.
• Decree 66/2022 underlies communicative, participative, and active methodologies, responding to different learning styles and needs.
• Methodological guidelines propose communicative tasks and projects, prioritizing fluency and cultural development.

Early History: Traditional Methods

• Traditional methods are the first to be used
• Communicative approach follows traditional methods
• Humanistic and current approaches dealt with in later sections

Grammar-Translation Method (16th – 19th centuries)

• English teaching was based on classical language approaches like Latin and Greek.
• Focus was on translating texts, memorizing vocabulary, and learning grammar rules.
• Principal criticisms included a lack of communicative practice with little emphasis on speaking or listening skills.
• Students were better prepared for written texts than spoken communication.
• Modern apps like Duolingo use translations.

Direct Method (Early 20th century)

• Originated as an alternative to the grammar-translation method to improve spoken communication.
• Involves immersion where students learn English by speaking, hearing, and using it from day one (without translation).
• Focuses on real-life conversations, simple grammar, and vocabulary learned through context.
• Provokes interest and enthusiasm, it requires small classes and high student motivation.

Audio-Lingual Method (1950s-60s, Bloomfield)

• Emerged after the direct method proved inefficient in every classroom.
• Derived from intensive training of spoken languages of American military personnel during WWII.
• Influenced by behaviorism, it emphasizes learning through repetition and drills.
• Focuses on pronunciation and correct sentence structure, claiming that language is learned through habit formation.
• Criticisms include being repetitive, discouraging spontaneous language use, ignoring context, and limiting communication.

Communicative Language Teaching (1960-1970s)

• It shifted the focus from rote memorization and structural drills to using language for real-world communication.
• Developed in response to the Audiolingual Method's emphasis on structure.
• Prioritizes communicative competence by integrating skills, promoting meaningful tasks, and using authentic language.
• Emphasizes fluency over accuracy, positioning the teacher as a guide while centering the learner.
• Includes roleplays and problem-solving to engage students in practical communication.

Humanistic Approaches

• Influenced by the ideas of Carl Rogers and Abraham Maslow.
• Emphasize creating a supportive, learner-centered environment.
• Recognize the connection between emotion, self-esteem and cognitive processes.

Total Physical Response (Asher, 1960s)

• Based on the connection between language and physical movement.
• Designed to mimic natural first language acquisition, where comprehension precedes production.
• Teachers give commands in the target language, and students respond by performing the actions.
• Reduces stress, actively engages learners, internalizes vocabulary and structures through movement and repetition.

The Silent Way (Gattegno, 1970s)

• Emphasizes learner autonomy and discovery over traditional instruction.
• Minimizes teacher talking, using silence to encourage students to think, explore, and solve problems independently.
• Uses tools like colored Cuisenaire rods and phonemic charts.
• Fosters deeper understanding through active participation.
• Creates a collaborative environment where students take ownership of their learning.

Suggestopedia (Lozanov, 1970s)

• Leverages relaxation, positive suggestion, and the subconscious to enhance learning.
• Uses calming techniques like music, comfortable seating, and a stress-free environment.
• Includes dramatized dialogues, visual aids, and playful activities for effortless material absorption.

Community Language Learning (Curran, 1970s)

• Focuses on collaboration, empathy, and emotional needs.
• Positions the teacher as a facilitator, guiding students to communicate in the target language.
• Students express thoughts in their native language (translated by the teacher), gradually building confidence.
• Activities are learner-driven, emphasizing group support and a safe environment.

Natural Approach (Krashen and Terrell, 1980s)

• Emphasizes immersion and natural communication, mirroring first language acquisition.
• Krashen's theory: language acquisition occurs best with comprehensible input which is slightly beyond the students level of understanding.
• Focuses on developing listening and reading skills before speaking, prioritizing understanding over production.
• Creates a relaxed environment where learners absorb language naturally
• Provides meaningful context and progress at their own pace.

The Post-communicative Era: Rise of Global Englishes and Technology

• The Post-Communicative Era reflects the evolution of language teaching
• This Era's methods have influenced modern pedagogical approaches.

Task-Based Language Teaching (1980s)

• Focuses on meaningful tasks as the central unit of instruction.
• Encourages learners to complete real-world tasks (planning a trip, solving a problem).
• Tasks are organized: pre-task activities, the task itself, and post-task activities to reinforce learning.
• Fosters fluency, critical thinking, and dynamic language use.

Content and Language Integrated Learning (Marsh et al., 1990s)

• CLIL teaches subject matter and language simultaneously.
• Enables students to develop linguistic skills while acquiring knowledge in other disciplines.
• It is most effective when contextually integrated with real-world content.
• CLIL promotes a natural environment where learners use the target language to explore academic subjects.
• This approach can be implemented at various educational levels.

Cooperative Learning (Kagan, 1990s)

• Students work together in small groups to achieve shared learning goals.
• Common strategies include Think-Pair-Share, Jigsaw, and Numbered Heads Together.
• Fosters communication, engagement, and responsibility.

Gamification (2000s)

• Integrates game elements into education to enhance engagement and motivation.
• The online community “Docentes Gamificando” in Spain offers creative ideas.
• Teachers create stories where students "save" a fictional world by completing language tasks.

Design Thinking (Kelly & Brown, 2000)

• Transforms language learning into a creative and collaborative problem-solving experience.
• Students follow five stages: Empathize, Define, Ideate, Prototype, and Test.
• Students engage in addressing real-world communication challenges and refine their ideas based on feedback.

Flipped Classroom (Bergman & Sams, 2007)

• Instruction reverses traditional teaching methods.
• Students learn new content outside of class (videos, readings) at their own pace.
• Class time is used for interactive, application-based activities.

Education 5.0: Personalized Learning (2020s)

• Emphasizes technologies like AI, data analytics, and IoT to personalize learning.
• Focuses on adapting instruction to meet individual needs.
• Supports teachers by providing tools for tailored and efficient learning.
• AI-driven platforms track student progress, offer customized activities, and provide focused feedback.

Conclusion

• Teaching methods have evolved towards learner-centered approaches, emphasizing individualized learning.
• Technology plays a pivotal role in enhancing and personalizing the educational experience.
• Flexibility and adaptability are essential for teachers in a changing educational landscape.

Explore language teaching methodologies, including the Grammar-Translation Method's focus on translation and grammar, and the Audio-Lingual Method's behaviorist roots. Understand their historical contexts, criticisms, and suitability for different classroom environments. Delve into contemporary methods prioritizing real-world communication.