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1500
Latin - Sixteenth Century
Latin was the world´s most studied foreign language. It was the dominant language of education,commerce, religion and government in the Western world. -
Period: 1501 to
French, Italian and English
Those languages gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication. -
Period: 1501 to
Study of classical Latin - seventeenth / nineteenth century.
An analysis of the grammar of Latin became the model for foreign language study. -
Period: to
European schools
Modern languages began to enter the curriculum of European schools. The students were taught using the same basic procedures that were used for teaching Latin. -
Period: to
Frenchman C. Marcel. Child language learning.
He referred to child language learning as a model for language teaching. He proposed that reading should be taught before other skills -
Period: to
Mid-nineteenth century oral proficiency
Europeans created a demand for oral proficiency in foreign languages. Initially, this created a market for conversation book and phrase books intended for private study. Language teaching specialists paid attention to the way modern languages were taught in secondary schools. -
Period: to
Englishman T. Prendergast
He was the first to record the observation that children use contextual and situational cues to interpret utterances and that they use memorized phrases. -
Period: to
L. Sauveur.
He used intensive oral interaction in the target language, employing questions as a way of presenting language. -
Period: to
Frenchman F. Gounin
He observed child´s use of language. He believed that language learning was facilitated through using language to accomplish events consisting of a secuence of related actions. -
Period: to
Grammar - Translation
Grammar - translation dominated European and foreign language teaching and it modified form it continues to be used in some parts of the world today. -
Period: to
Henry Sweet
He argued that sound methodological principles should be based on a scientific analysis of language and a study of psychology. -
Period: to
German Wilhelm Viëtor.
He used Linguistic theory to justify his views on language teaching. He said that training in phonetics would enable teachers to pronounce the language accurately. -
German F. Franke - The direct Method - Late Nineteenth century
He said a language could be best be taught by using it actively in the classroom. He also said that teachers must encourage the spontaneous use of the foreign language, then, they would be able to induce rules of grammar. -
The International Phonetic Association was founded - The reform movement - Late nineteenth century
The International Phonetic Alphabet (IPA) was designed to enable the sounds of any language to be accurately transcribed. Onr of the earliest goals of the association was to improve the teaching of modern languages. -
Henry Sweet. "The practical study of languages".
He set forth principles for the development of teaching method.
1.- Selection of what is to be taught.
2.- Imposing limits on what is to be taught.
3.- Arranging what is to be taught in terms of the 4 skills.
4.- Grading materials from simple to complex. -
Mid - nineteenth century.
A book consisted of chapters or lessons organized around grammar points. Each grammar point was listed, rules on its use were explained, and it was illustrated by sample sentences. -
Nineteenth century textbooks.
Nineteenth century textbooks compilers were mainly determined to codify the foreign language into frozen rules of morphology and syntax to be explained and eventually memorized. Oral work was reduced to the minimum. -
Nineteenth century- Seidenstücker
Seidenstücker published a book which he divided into two parts. One giving the rules and necessary paradigms, the other giving French sentences for translation into German and German sentences for translation into French. -
Nineteenth century - Plötz.
Plötz published a book which he divided into two parts. The sole form of instruction was mechanical translation. -
Mid and late nineteenth century
There was an opposition to the Grammar - Translation method in several European countries. -
Late nineteenth century.
Many reformers believed that:
1.- Spoken language should be reflected in an oral-based methodology
2.- Phonetics should be applied to teaching and teacher training.
3.-Learners should hear the language first.
4.- Words should be presented in sentences with contexts.
5.- Grammar should be taught inductively.
6.- Translation should be avoided. -
Early part of the twentieth century
The popularity of the direct method in Europe caused foreign language specialists in the U.S.A to attempt to have it implemented in American schools and colleges. -
Direct Method
The use of the direct method in non-commercial schools in Europe had consequently declined. -
Period: to
British Approach
Applied linguistics systematized the principles proposed earlier by the Reform Movement and so laid the foundations for what developed into the British approach to teaching English as a Foreign languge. -
The grammar -translation method. Stern.
"The first language is maintained as the reference system in the acquisition of the second language". Language learning consists of little more than memorizing rules and facts in order to understand and manipulate the morphology ans syntax of the foreign language. -
The grammar -translation method. Howatt.
The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language. -
The grammar -translation method. Howatt.
Accuracy is emphasized. Students are expected to attain high standards in translation, because of the high priority attached to meticulous standards of accuracy and it was a prerequisite of formal written examinations that grew up during the century. -
New approaches
Content - Based Instruction and Task - Based Language Teaching emerged as new approaches to language teachin. -
Period: to
Teacher in the 21st century
Generally, today’s educators also share the following characteristics:
1) They may resist learning about new technology.
2) They work in environments where professional development is
underemphasized and undervalued by their employers.
3) They need support and planning time
4) New technology takes them out of their comfort zones -
Period: to
Teaching millennials - 21st century
1) Learning must be relevant to students.
2) Technology can be distracting.
3) Millennials risk being over-schooled and overworked.
4) Some Millennials will not pursue post-secondary education. -
Period: to
Early 21st Century.
The 21st century skills can be summarized by the 4Cs:
- Communication: Perform independently and with groups in a highly
technologically advanced atmosphere
- Critical Thinking: Be ready for daily, global interaction
- Creativity and innovation: Be cable of adaptive, flexible and
creative thinking
- Collaboration: nderstand how to plan for, build, and include
collaboration with peers who are colleagues and experts in the
field