M4: Language Teaching Methods

Grammar Translation Method

Sometimes also known as the Classical Method, this is a traditional teaching technique that was used to teach Latin and Greek and was particularly popular centuries ago.

The focus is on the translation of texts, grammar, and rote learning of vocabulary. There is no emphasis on speaking and listening comprehension because Latin and Greek were taught more as academic subjects rather than a means of oral communication.

This teaching method is still common in many countries and institutions around the world, but is not based on sound theory or research. It does little to improve your ability to use the language for oral communication.

The Audiolingual Method

Audiolingual method is an outdated model that we don't use much anymore.  But it has heavily influenced the field of language learning (think High School Spanish class) and even ESL.  In addition, the TExES exam may have questions about it. 

The Audiolingual Method of teaching language is based on behaviorist theories. Here is an excellent video that explains it more in-depth.

The Natural Approach

The Natural Approach is a methodology for second language learning which focuses on communicative skills, both oral and written. It is based on linguist Stephen Krashen's theory of language acquisition, which assumes that speech emerges in four stages: (1) preproduction (also called the silent period and includes listening and gestures), (2) early production (short phrases), (3) speech emergence (long phrases and sentences), and (4) intermediate fluency (conversation). This approach was developed by Krashen and teacher Tracy Terrell (1983) (Lessow-Hurley, 1991).

Communicative Language Approach

The Communicative Approach is based on the idea that learning a language successfully comes through having to communicate real meaning. In the Communicative Approach, the main objective is to present a topic in context as natural as possible. When skits are utilized, they are not memorized but instead vocabulary and grammar that would be used in particular settings are practiced.  For example, as a teacher you would give students opportunities to learn word banks around particular topics that are authentic such as "Going to the Grocery Store" or "Asking for help in the park" or "Making a Doctor's Appointment".  Then you would have skits that are naturalistic where learners practice engaging in authentic activities in their lives.

Critical Pedagogy

This is based on the work of Brazilian educator Paulo Freire.  Critical Pedagogy is a method where the teacher works with students to uncover problems or challenges in students' lives that they want to overcome via education.  The class works together to solve the problems they identified through study, literacy activities, etc.  This is similar to emancipation pedagogies or liberation theology.

Language Experience Approach (LEA)

The language experience approach integrates speaking and listening, reading and writing through the development of a written text based on first hand experiences.

Through scaffolded talk, the teacher supports students as they co-construct a text together using shared experiences and ideas, using familiar and expanded vocabulary, modeling ways in which their thoughts and words can be written down and later read.  This method can be quite powerful because students have experienced something together, talk about it, write down the experience, and read the text they created together.

Total Physical Response (TPR)

TPR is a behaviorist approach to learning language that is most associated with beginners.  TPR includes various ways of using gestures and physical movement in order to learn language.  Sometimes it looks like "Simon Says" and other times it is that students come up with movements to go along with vocabulary.  

Culturally Responsive Teaching

Culturally Responsive Teaching is a method that recognizes the importance of including students' culture in all aspects of learning (Ladson-Billings,1994), particularly the curriculum (readings, texts, assignments, etc). Some of the characteristics of culturally responsive teaching are: Positive perspectives of parents and families and communication of high expectations.