Language Teaching Approaches, Methods, and Strategies || TSC Nepal Lower Secondary Level English Unit - 1

The world is becoming increasingly interconnected, and the ability to communicate effectively across languages is a valuable skill. For language instructors, navigating the vast array of teaching approaches, methods, and strategies can be overwhelming. This chapter will provide a roadmap, unpacking these terms and exploring some of the most prominent language teaching frameworks.

Historical Approaches

These approaches focus on methods used in the past and may not directly target communication as the primary objective. An example would be the Grammar Translation Method, which emphasizes memorization of grammar rules and translation exercises.

Communicative Approaches

These approaches prioritize communication and aim to develop a learner's communicative competence, which is the ability to use language effectively in real-life situations. Communicative Language Teaching (CLT) is a prominent example that emphasizes using all four language skills (listening, speaking, reading, writing) for communication.

Task-based Language Teaching (TBLT)

This approach centres around using tasks to encourage communication. Learners complete activities that require them to use language to achieve a specific goal. This can be integrated with communicative approaches for a more holistic learning experience.

Context-based Language Teaching & Content and Language Integrated Learning (CLIL)

These approaches share some similarities. They both acknowledge the importance of context in language learning. Context-based language teaching focuses on using language in relevant and meaningful contexts. CLIL goes a step further by integrating the learning of a specific subject matter with language acquisition. Learners acquire content knowledge while developing their language skills through the target language.

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Approaches vs. Methods vs. Strategies

Approaches represent overarching philosophies about language learning and teaching (Richards & Rodgers, 2014). They provide a foundation for selecting methods and inform instructional decisions.

Methods are specific, classroom-based frameworks based on a particular approach (Harmer, 2007). They detail how the approach is implemented through techniques and activities.

Strategies are the specific techniques and activities used within a method to achieve learning objectives (Oxford, 2011). These include drills, role-plays, discussions, and games.

Major Language Teaching Approaches

Communicative Language Teaching (CLT)

This widely used approach emphasizes the use of language for real-world communication (Littlewood, 2014). CLT activities focus on fluency and meaningful interaction, encouraging learners to use the language they are acquiring to achieve communicative goals.

Task-Based Language Teaching (TBLT)

A methodology aligned with CLT, TBLT centres learning around completing tasks that require communication (Long & Crookes, 1993). Tasks can be information-gap, problem-solving, or decision-making activities, and can be designed to target specific language skills.

The Natural Approach

The Natural Approach draws inspiration from how children acquire first languages (Krashen & Terrell, 1983). This approach emphasizes comprehensible input, exposure to language that learners can understand just beyond their current level. The teacher facilitates language acquisition through meaningful interaction and avoids explicit grammar instruction.

The Framework

1. Approach: The underlying theory or philosophy guiding how a language should be taught.
2. Method (Methodology): A general way of implementing an approach, encompassing syllabus design, progression of learning, and materials selection.
3. Technique: Specific classroom activities and tasks used to achieve learning objectives.

Illustrative Examples

Communicative Language Teaching (CLT): Emphasizes communication and meaning-making. Learners develop communicative competence across all four skills: listening, speaking, reading, and writing. Techniques include role-plays, discussions, and problem-solving activities.

Content and Language Integrated Learning (CLIL): Integrates subject-matter learning with language acquisition. Learners engage with the target language to grasp content. Techniques involve reading subject-specific texts, listening to subject-based audio, and discussing the subject.

A Range of Approaches

Approach	Description
Audiolingual Approach	Focuses on drilling and repetition for accurate language form acquisition.
DOGME	A humanistic approach promoting conversational interaction and learner-teacher collaboration.
Grammar Translation	Traditionally used for classical languages, it emphasizes rote learning of grammar rules and translation exercises.
Lexical Approach	Prioritises vocabulary acquisition, particularly multi-word units and phrases.
The Natural Approach	Aims to mirror first language acquisition, with an initial silent period for language assimilation.
The Silent Way	Views language learning as a cognitive process, with learners inferring language use from structured input.
Situational Language Teaching (SLT)	Focuses on using language for practical purposes in real-life situations.

Selecting the Right Approach

The most effective approach for a particular learning context depends on various factors, including learner age, proficiency level, learning goals, and available resources. Many teachers adopt a principled eclecticism approach (Richards, 2001), drawing on elements of different methods and strategies to create a program tailored to their specific students' needs.

Beyond the Approach: Essential Strategies

1. Creating a positive and supportive learning environment encourages learners to take risks and experiment with the language (MacIntyre, 2010).
2. Integrating all four language skills (reading, writing, listening, speaking) provides a well-rounded learning experience and reflects real-world language use (Brown, 2007).
3. Incorporating authentic materials like songs, videos, and news articles exposes learners to the language used in natural contexts (Breen, 1987).
4. Providing opportunities for learner autonomy empowers students to take ownership of their learning and develop critical thinking skills (Benson, 2013).

Conclusion

Language teaching offers a rich tapestry of approaches, methods, and strategies. By understanding these frameworks and incorporating effective strategies, teachers can create engaging and effective learning environments that empower students to communicate confidently in their new language.

Historical Approaches in Language Teaching: A Deeper Look

The Grammar Translation Method (GTM)

(19th Century) This dominant method focused on translating sentences from the learner's native language to the target language and vice versa. It emphasized rote learning of grammar rules and vocabulary lists. While communication wasn't a primary focus, GTM laid the foundation for understanding grammatical structures, which some argue can still be a valuable aspect of language learning.

The Direct Method

(Early 20th Century) This method emerged as a reaction to GTM's emphasis on translation and rote learning. The Direct Method focused on using only the target language in the classroom, discouraging the use of the learner's native language. Activities included conversation practice, miming, and real-life situations. While it aimed for more natural language acquisition, critics argued it could be challenging for beginners who lacked basic vocabulary and grammar understanding.

The Audiolingual Method

(Mid-20th Century) Influenced by behaviourism, this method emphasized habit formation through drilling and repetition of correct language structures. Learners mimicked dialogues and practised pronunciation drills. While it aimed to improve fluency and accuracy, critics argued it neglected meaning-making and real-world language use.

The Silent Way

(Late 20th Century) This approach viewed language learning as a process of self-discovery. Teachers used minimal explanation or correction, relying on carefully designed activities and materials to guide learners to infer language rules. While it fostered learner autonomy, critics pointed out the slow pace of learning and the potential for confusion without clearer explanations.

Importance of Historical Approaches

Understanding historical approaches provides valuable context for the evolution of language teaching methodologies. They offer insights into the priorities and underlying theories that shaped language learning practices in the past. While some elements may not be directly applicable today, these approaches continue to influence modern methods by highlighting the importance of:

• Structured learning: Some historical approaches, like GTM, provided a structured foundation for understanding grammar and vocabulary.
• Focus on accuracy: Methods like the Audiolingual Method emphasise accurate language production, which remains a relevant component of language learning.
• Learner autonomy: The Silent Way pioneered the concept of learner-centeredness, which is a key aspect of many modern approaches.

By examining historical approaches, educators can gain a deeper appreciation for the development of language teaching and make informed decisions about incorporating relevant elements into their own teaching practices.

Communicative Approaches in Language Teaching: A Closer Look

Communicative approaches to language teaching (CLT) have revolutionized how languages are learned. These approaches prioritize the development of communicative competence, which refers to a learner's ability to use language effectively in real-life situations (Canale & Swain, 1980).

1. Communicative Language Teaching (CLT)

CLT is the most widely used communicative approach (Richards, 2001). It emphasizes the four language skills (listening, speaking, reading, writing) being used for communication, not just practised in isolation. CLT principles include:

• Learner-centered: Activities are designed to encourage learners to use the language for their own purposes (Littlewood, 2004).
• Focus on meaning: Communication and meaning-making are central, not just grammatical accuracy (Widdowson, 1990).
• Authentic materials: Real-world materials like news articles, songs, and videos are used to engage learners (Breen, 1987).
• Fluency over accuracy: While accuracy is important, fluency and confidence in using the language are prioritized (Krashen & Terrell, 1983).

2. Task-based Language Teaching (TBLT)

TBLT centers around using tasks to encourage communication (Long, 1985). Tasks are activities that require learners to use language to achieve a specific goal, such as planning a trip, solving a problem, or creating a presentation. This approach integrates well with CLT, providing a framework for practicing communication skills in a meaningful context.

3. Content and Language Integrated Learning (CLIL)

CLIL integrates the learning of a specific subject matter with language acquisition (Coyle, 2009). Learners acquire content knowledge, such as science or history, while simultaneously developing their language skills through the target language. This approach fosters deeper understanding of both content and language.

4. Dogme

Dogme is a humanistic communicative approach that emphasizes conversational interaction and learner-teacher collaboration (Language Teaching Publications, 1998). Dogme classrooms are learner-centred, with teachers acting as facilitators rather than instructors. Activities focus on real-life communication and emergent language use.

References:

Benson, P. (2013). Autonomy in language learning. Routledge.

Breen, M. P. (1987). Learner contributions to language learning: A critical analysis and some practical applications. Language Learning, 37(3), 163-190.

Breen, M. P. (1987). Learner contributions to the negotiation of meaning in classroom code-switching. Issues in applied linguistics, 4(1), 1-18.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. Pearson Education.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47.

Coyle, S. (2009). CLIL: Content and language integrated learning. Cambridge University Press.

Harmer, J. (2007). The practice of English language teaching. Longman.

Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in language learning. Pearson Education / Georgetown University Press.

Language Teaching Publications. (1998). Dogme: A guide.

Littlewood, W. (2014). Communicative language teaching. Oxford University Press.

Littlewood, D. (2004). The communicative approach to language teaching. Oxford University Press.

Long, M. H., & Crookes, G. (1993). Tasks and language learning. Longman.

Long, M. H. (1985). Input and second language acquisition. Annual review of applied linguistics, 6, 123-161.

MacIntyre, P. (2010). The affective domain and language learning. In R. Pemberton, S. McDonough, & M. R. Williams (Eds.), Handbook of English language teaching methodology (pp. 150-162). Routledge.

Oxford, R. L. (2011).

Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.

Widdowson, H. G. (1990). Aspects of language teaching. Oxford University Press.

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