COMING SOON

Teaching Methodologies & Approaches

This section explores various methodologies and approaches that have shaped and continue to influence English language teaching (ELT). Understanding these methodologies can help teachers make informed decisions about their classroom practices.

Communicative Language Teaching (CLT)

CLT emphasizes interaction and communication as the primary goals of language learning. It focuses on developing communicative competence, enabling learners to use the language meaningfully in real-life situations. Activities often involve authentic materials, role-plays, discussions, and problem-solving tasks.

Task-Based Learning (TBL)

TBL centers on the completion of tasks as the driving force for learning. Learners engage in meaningful tasks that require them to use the target language, and language learning emerges from the process of completing these tasks. Tasks should be authentic and relevant to learners' needs and interests.

The Direct Method

The Direct Method focuses on direct communication in the target language, with minimal use of the learners' first language. It emphasizes oral interaction, using authentic materials and real-life situations. Grammar is taught inductively, and vocabulary is acquired through context.

The Audio-Lingual Method

The Audio-Lingual Method is a behaviorist approach that emphasizes habit formation through repetition, drills, and pattern practice. It focuses on oral skills, and grammar is taught deductively. This method was popular in the mid-20th century."

Content-Based Instruction (CBI)

CBI integrates language learning with the learning of content from other subject areas (e.g., science, history). Language is learned as a natural consequence of studying the content, making it more meaningful and relevant for learners.

🌠 Eager to dig deeper and find out how technologies have canged the way that English is learned in the classroom, teaching? 👀

🌠 Make sure to read the latest volume in the British Council’s Innovations series ( available below 👇). This volume provides a systematic and comprehensive overview of the current use of technologies to support English teaching and learning. Systematic in the sense that each chapter looks at a key segment of the ELT market – young learners, adults, English for specific purposes, English for academic purposes, assessment and teacher training and provides a view on the current state of technological intervention.

TeachingEnglish.pdf

Innovations in learning technologies for English language teaching

Edited by Gary Motteram

Introduction

In this early part of the 21st century the range of technologies available for use in language learning and teaching has become very diverse and the ways that they are being used in classrooms all over the world, as illustrated in this book, have become central to language practice. We are now firmly embedded in a time when digital technologies, the focus of this book, are what Bax has referred to as ‘normalised’ (2003, 2011) in daily life in many parts of the world, although not amongst all people as there are digital divisions everywhere (Warschauer, 2003), and still not always in the world of education. However, digital tools, or what I will describe in Chapter 7 as ‘technical cultural artefacts’ have long been a feature of the world of education (Bates, 2005), and particularly language education (Salaberry, 2001). These digital tools are, of course, central in what I would argue is the established and recognised f ield of computer assisted language learning (CALL), but are also increasingly a core part of English language teaching (ELT) in general....