a brief history of language teaching

By yanivace
  • Period: 1500 to

    Latin XVI , XVII, XVIII centuries

    XVI
    Latin was the dominant language of education, commerce, religion, and government in the Western World
    Children entering "grammar school" in England were given a rigorous introduction to Latin grammar rules.
    XVIIComenius and John Locke made reforms and changes in the way latin was taught.
    XVIIITextbooks consisted of statements of abstract grammar rules, list of vocabulary and sentences for transation
    Speaking the foreign language was not the goal and reading aloud was limited.

  • Early XIX

    Oral work was reduced to an absolute minimum, while a handful of written exercises, constructed at random, came as a sort of appendix to the rules.
    -Disconnected sentences to illustrate specific rules

  • Latin XIX century

    XIX.This approach based on the study of Latin had become the standard way of studying foreign languages in schools.
    Mid XIX. a typical textbook consisted of chapters or lessons organized around grammar points.
    Compilers were determined to codify the foreign language into frozen rules of morphology and syntax to be explained and eventually memorized.
    Oral work was reduced to an absolute minimum.

  • Grammar Translation Method Mid XIX

    "The first language is maintained as the reference in the acquisition of the second language"
    Reading and writing texts are the major focus. little or no systematic attention is paid to speaking or listening
    repetition
    accuracy in translation L1 to L2 and L2 to L1
    Grammar is taught deductively
    mid and late XIX. opposition to the Grammar Translation Method gradually developed

  • Direct Method mid XIX century

    Gouin. First reformer to attempt to build a methodology around observation of child language learning.
    Other reformers turned to naturalistic principles of language learning. second language like first.
    L.Sauveur. Used intensive oral interaction in the target language. opened a language school in the late 1860s. His method soon became: the Natural Method:
    - Foreign language taught without translation or the use of native language.
    -Meaning conveyed through demonstration and action
    -Direct use.

  • The Reform Movement Late XIX century

    Phonetics was established
    Linguists emphasized speech rather than written word
    IPA was founded in 1886
    Inductive approach to the teaching grammar
    Teaching new meanings in the target language
    1845-1912 Henry sweet: he set forth principles for the development of teaching method.
    1850-1918. Wilhelm Vietor. He argued that training in phonetics would enable teachers to pronounce the language accurately
    Speech patterns rather than grammar.
    -spoken language- oral based
    -Translation avoided.

  • Direct Method Early XX century

    Direct Method is combined with more controlled grammar-based activities.
    Attempt to have it implemented in American schools and colleges.
    The emphasis on reading continued to characterize foreign language teaching in the US until World War II.
    Henry Sweet recognized it lacked a thorough methodological basis.
    Sweet and other linguists argued for the development of sound methodological principles.
    1920 and 1930 Applied linguists systematized the principles proposed earlier by the Reform Movement.
  • Period: to

    The Methods Era mid-late XX's

    A variety of language teaching approaches and methods.
    The quality of language teaching will improve if teachers use the best available approaches and methods.
    1950-1980. The 1950 saw the emergence of the Audiolingual Method and the Situational Method, which were both superseded by the communicative approach.
    During the same period, other methods attracted smaller but equally enthusiastic followers, including the Silent Way, The Natural Approach, and Total Physical Response.

  • mid XXs Audiolingualism

    Audio-lingualism evolved in the context of large-scale language teaching programmes in the 1950s and 60s. It is unusual in modern language learning and has largely fallen out of use as a methodology, as cognitive views of language learning and communicative accounts of language have led to other methodologies
  • Period: to

    XXI Century approaches

    -Interactive approach

    So interactive teaching styles are Brain Storming, Think pair and share, Buzz session, incident process, Q and A session.
    -Communicative approach
    Main goal of CLT – to develop a functional communicative L2 competence in the learner –
    Centred in communicative situations, which underscored the significance of less structured and more creative language tasks.
  • Period: to

    XXI Century Skills

    -Analyzing, synthesizing and evaluating written materials
    -Developing a “voice” on a topic and expressing it
    -Researching materials and solving problems that are presented
    -Being creative in English and taking communicative risks in pursuit of fluency
    -Collaborating in diverse international teams, communicating
    -Respecting international cultures and sensitivities
    -Presenting yourself professionall
    -Having the self-discipline to study English independently, and “learning how to learn”.

  • XXI Century, What is expected from teachers

    In a knowledge based society and to remain competitive and employable, teachers are expected to engage in a continuous professional development or the professional learning activities from the beginning to the end of their careers