ELT Teaching Approaches

Teaching When & how the

Key principles/features Advantages Downsides
method/approach approach emerged

 Focus on
Translation: Heavy
emphasis on
translating
between native  Strong Foundation  Limited Speaking
and target in Grammar: Skills: Minimal
languages. Students develop a focus on
 Grammar-Centric: strong developing oral
Prioritizes learning understanding of communication
Originated in the
grammatical rules grammar rules. skills.
early 19th century as
and structures.  Translation Skills:  Lack of
a response to
 Reading and Enhances Communication:
Grammar classical language
Writing: Emphasis translation abilities Little emphasis on
Translation teaching. It was
on written between languages. real-life
influenced by Latin
language skills  Cultural communication.
and Greek
rather than oral Exploration:  Rote
instruction.
proficiency. Provides insights Memorization:
 Structured into the cultural Learning through
Lessons: Lessons aspects of the repetition and
are highly language studied. memorization.
structured and
follow a
systematic
approach.

Direct Method Emerging in the late  Oral  Natural Language  Difficulty with
 Communication:
Emphasizes oral
skills over written
language. Acquisition: Complex
 Everyday Mimics the way Structures: May
Situations: individuals lack focus on
Teaches language naturally learn complex
19th and early 20th in the context of their first language. grammatical
centuries, the Direct everyday  Focus on structures.
Method aimed to situations. Communication:  Inadequate for
replicate natural  Inductive Prioritizes the Certain Contexts:
language acquisition, Learning: ability to Not suitable for all
influenced by Grammar rules are communicate language learning
language educators inferred rather effectively. contexts.
like François Gouin than explicitly  Active  Limited Cultural
and Charles Berlitz. taught. Engagement: Exploration: May
 Interactive Students actively not delve deeply
Classes: engage in the into cultural aspects
Encourages active learning process. of the language.
participation and
interaction in the
target language.

The Oral Approach Developed in the  Oral Proficiency:  Effective  Limited Grammar
1930s and 1940s, Focuses on Communication: Emphasis: May not
also known as developing strong Emphasis on provide extensive
"Situation Language oral proficiency in developing focus on explicit
Teaching," it the target effective grammar
emphasized the language. communication instruction.
development of oral  Everyday skills.  Insufficient for
communication skills Language Use:  Cultural Certain Settings:
 Teaches language
in the context of
everyday
communication. Not suitable for all
Relevance:
 Dialogues and language learning
Connects language
Conversations: settings.
learning with
Emphasis on  Varied Student
cultural context.
in the target interactive Proficiency:
 Engagement:
language. dialogues and Effectiveness may
Encourages active
conversations. vary based on
engagement in oral
 Vocabulary in student proficiency
activities.
Context: levels.
Vocabulary is
learned in the
context of its use.

Audio-Lingual Developed in the  Oral Skills  Automated  Limited Focus on

Method mid-20th century, Development: Language Habits: Meaning: May lack
the Audio-Lingual Focuses on the Aims to develop emphasis on
Method aimed to development of automatic language meaningful
develop oral skills strong oral habits through communication.
through repetition language skills. repetition.  Less Attention to
and mimicry,  Pattern Drills:  Accuracy in Creativity: Limited
influenced by Involves repetitive Pronunciation: room for creative
behaviorist learning drills to reinforce Focuses on language use.
theories. language patterns. achieving accurate  Overemphasis on
 Structural Patterns: pronunciation. Drills: Potential
Emphasis on  Increased overreliance on
learning Listening Skills: repetitive drills.
grammatical Enhances listening
structures through comprehension
 patterns.
 Repetition and
Imitation: Learners
skills.
repeat and imitate
language
structures.

 Student Discovery:
Encourages
students to  Challenging for
discover language  Active Student Some Students: Not
principles Participation: all students may
independently. Promotes active thrive in a
 Teacher Silence: engagement and discovery-based
Developed in the
Teacher takes a participation. learning
1960s by Caleb
minimal, silent  Focus on Problem- environment.
Gattegno, The Silent
role during the Solving:  Not Suitable for All
Way emphasizes
learning process. Encourages critical Language Aspects:
student discovery
The Silent Way  Use of Rods and thinking and May not cover all
and problem-solving,
Charts: Utilizes problem-solving language aspects
with the teacher
visual aids like skills. equally.
remaining largely
colored rods and  Encourages  Requires Skilled
silent during
charts to represent Creativity: Allows Facilitation:
instruction.
language elements. for creative Effective
 Problem-Solving: approaches to implementation
Emphasizes language learning. relies on skilled
problem-solving as facilitation.
a means of
language learning.

Suggestopedia Developed by Georgi  Positive  Stress-Free  Not Suitable for All

 Suggestion:
Integrates positive
suggestions to
Learning
enhance learning
Environment: Learners:
receptivity.
Creates an Effectiveness may
 Relaxed
environment vary among
Atmosphere:
conducive to different types of
Lozanov in the Creates a relaxed
stress-free learners.
1970s, and stress-free
learning.  Dependent on
Suggestopedia environment for
 Enhanced Skilled Teachers:
incorporates the use learning.
Memorization: Requires skilled
of positive  Use of Music and
Utilizes suggestion facilitators for
suggestion and a Art: Involves the
and aesthetics to optimal results.
relaxed atmosphere use of music, art,
aid memorization.  Limited Emphasis
to enhance language and aesthetics to
 Creative on Grammar: May
learning. enhance learning.
Expression: not provide explicit
 Rich Sensory
Allows for creative focus on
Experience:
expression in grammatical rules.
Engages multiple
language learning.
senses for a rich
learning
experience.

Community Developed by  Supportive  Emphasis on  Not Suitable for All

Language Charles Curran in the Community: Relationships: Settings: May not
Learning 1970s, Community Establishes a Prioritizes building be suitable for all
Language Learning supportive relationships in the educational
emphasizes a learning learning settings.
supportive community among community.  Dependency on
community and a participants.  Personalized Teacher Skills:
non-threatening  Non-Threatening Learning: Allows Effectiveness
 Environment:
Creates a non-
threatening
environment for
language
for personalized
exploration.
and student- depends on the
 Teacher as
centered learning facilitator's skills
Facilitator:
experiences. and abilities.
Positions the
 Reduced Anxiety:  Limited Structure
environment for teacher as a
Minimizes anxiety for Some Learners:
language learning. facilitator rather
through a Some learners may
than an authority
supportive and find the approach
figure.
non-threatening lacking in structure.
 Focus on Whole-
atmosphere.
Person Learning:
Addresses the
whole person in
the language
learning process.

Total Physical Developed by James  Physical  Engaging Learning  May Be

Response Asher in the 1970s, Movement: Experience: Challenging for
Total Physical Incorporates Provides an Some Learners:
Response relies on physical engaging and Not all learners
physical movement movements and kinesthetic may feel
and a commanding actions in learning comfortable with
role of the teacher to language learning. experience. extensive physical
reinforce language  Teacher  Enhanced movement.
learning. Commands: Listening Skills:  Dependent on
Teacher provides Improves listening Teacher's Physical
commands, and skills through Presence: Effective
 students respond
physically and
verbally.
 Listening
active implementation
Comprehension:
participation. may require the
Develops listening
 Memorable teacher's physical
comprehension
Language presence.
through physical
Acquisition:  Less Emphasis on
responses.
Language learning Written Language:
 Action-Oriented
is associated with Limited focus on
Learning:
memorable written language
Learning is
physical actions. skills.
associated with
action and
physical
responses.

The Natural Developed by  Language  Natural Language  May Lack Explicit

Approach Stephen Krashen and Acquisition: Development: Grammar
Tracy Terrell in the Emphasizes Mirrors natural Instruction: May
1970s and 1980s, language language not provide explicit
The Natural acquisition over development instruction on
Approach focuses on explicit learning. processes. grammatical rules.
language acquisition  Comprehensible  Low Anxiety  Varied Individual
through exposure Input: Exposure to Learning Learning Paces:
and understanding, language that is Environment: Individuals may
mirroring natural slightly above the Fosters language progress at
language learner's current acquisition in a different paces in
development. proficiency level. stress-free language
 Low Anxiety: environment. acquisition.
Creates a low-
 anxiety learning
 Focus on
environment to
Meaningful
facilitate language  Not Suitable for All
Communication:
acquisition. Language Aspects:
Prioritizes
 Implicit Learning: May not cover all
meaningful
Learning occurs language aspects
communication
naturally without equally.
over formal
explicit
correctness.
instruction.

Neuro-Linguistic Developed by  Psychological  Enhanced Self-  Controversial in

Programming Richard Bandler and Principles: Utilizes Awareness: Academic Circles:
(NLP) John Grinder in the principles from Promotes self- Faces skepticism
1970s, NLP applies psychology for awareness in and controversy in
psychological language learning. language learners. academic language
principles to  Sensory  Adaptability to education.
language learning, Experiences: Individual  Requires Skilled
emphasizing sensory Emphasizes Learning Styles: Practitioners:
experiences and sensory-rich Adapts to Effective
modeling successful experiences for individual learning implementation
behavior. enhanced learning. styles and relies on skilled
 Modeling preferences. NLP practitioners.
Successful  Behavioral  Limited Empirical
Behavior: Learners Modeling: Utilizes Evidence: Limited
model successful behavioral empirical evidence
language behavior. modeling for supporting its
 Meta-Programs for language effectiveness.
Learning: Focuses acquisition.
on individual
cognitive
processes (meta-
 programs).

 Real-Life
Communication:
 May Lack Explicit
Focuses on
 Practical Language Grammar
communication in
Skills: Develops Instruction: May
authentic, real-life
practical language not provide
situations.
skills for real- extensive explicit
 Interaction:
Emerging in the late world use. instruction on
Emphasizes
20th century, The  Focus on Meaning: grammar rules.
interactive
Communicative Prioritizes  Varied Classroom
communication
Approach understanding and Dynamics:
between learners.
The emphasizes real-life conveying Classroom
 Meaningful
Communicative communication, meaning in dynamics can vary
Language Use:
Approach interaction, and language use. widely based on
Prioritizes using
meaning in language  Enhanced student
language
teaching, moving Communication interactions.
meaningfully over
away from rote Competence:  Challenging for
rote memorization.
memorization. Fosters Assessment:
 Task-Based
competence in real Assessment may be
Learning:
communication challenging in the
Incorporates
situations. context of real-life
language learning
communication.
through
meaningful tasks.

Multiple Proposed by Howard  Multiple  Customized  Requires In-Depth

Intelligences Gardner in the Intelligences: Learning Understanding of
1980s, the Multiple Recognizes and Experience: MI: Effective
Intelligences theory caters to different Provides a implementation
suggests that forms of customized and requires
 intelligence in
learners.
 Varied Learning
engaging learning
Styles: understanding and
experience.
Acknowledges and application of MI
 Recognition of
accommodates theory.
Diverse Talents:
diverse learning  Implementation
Recognizes and
styles. Challenges:
individuals have values diverse
 Individualized Challenges in
different forms of talents in language
Instruction: Tailors integrating diverse
intelligence. In learning.
instruction to activities and
language teaching, it  Engagement
match individual assessments.
involves catering to through Varied
strengths and  Varied Student
various intelligences. Activities: Engages
preferences. Preferences:
learners through a
 Integration of Arts Student preferences
variety of activities
and Sciences: for intelligences
based on
Involves may vary widely.
intelligences.
integrating arts
and sciences into
language learning.

Task-Based Developed in the late  Meaningful Tasks:  Practical Language  Focus on Real-
Learning 20th century, Task- Language learning Use: Develops World Relevance:
Based Learning is centered around practical language May be less
focuses on language the completion of skills through task suitable for learners
learning through the meaningful tasks. completion. seeking purely
completion of  Communication:  Contextual theoretical
meaningful tasks, Emphasizes Learning: Learning language
promoting communication occurs in context, instruction.
communication and and interaction in enhancing  Promotes Critical
problem-solving. task completion. understanding and Thinking: Some
  Problem-Solving:
learners may find
Integrates
the emphasis on
problem-solving
retention. problem-solving
skills into
 Enhanced challenging.
language learning
Problem-Solving:  Application of
tasks.
Fosters problem- Language Skills:
 Real-World
solving skills in May not cater to
Relevance: Tasks
language learners. learners who prefer
are designed to be
traditional language
relevant to real-
instruction.
world situations.

The Lexical Developed in the  Chunks of  Enhanced  May Lack Explicit

Approach 1990s by Michael Language: Vocabulary Grammar
Lewis, The Lexical Emphasizes Acquisition: Instruction: Some
Approach focuses on learning in chunks Promotes the learners may miss
the importance of rather than isolated acquisition of a explicit instruction
chunks of language words or grammar wide and practical on grammar rules.
and encourages rules. vocabulary.  Challenging for
learning through  Collocations:  Natural Language Some Learners:
exposure to Focuses on the Patterns: May be challenging
collocations and natural pairing of Encourages for those who
phrases. words learners to prefer a more
(collocations) in recognize and use structured approach
language use. natural language to grammar.
 Phraseology: patterns.  Varied Approaches
Recognizes the  Facilitates to Language
importance of Fluency: Aims to Learning:
commonly used enhance fluency in Effectiveness may
phrases in language use vary based on
language. through exposure individual learning
  Usage over
Grammar Rules:
to common
Prioritizes usage-
language preferences.
based learning
constructions.
over strict
grammar rules.

Dogme Developed in the  Teaching Without  Authentic  Not Suitable for All
early 21st century, Materials: Conversations: Contexts: May not
Dogme, or Dogme Emphasizes Facilitates be suitable for all
ELT, is an approach teaching without authentic and educational or
that promotes an overreliance on meaningful language learning
teaching without course materials. conversations in contexts.
overreliance on  Conversation- the target  Requires Skilled
materials, focusing Driven: Prioritizes language. Facilitation:
on conversation and conversation as a  Flexible and Effectiveness relies
emergent language. central element in Adaptive: Allows on the teacher's
the learning for flexibility and ability to skillfully
process. adaptation based facilitate emergent
 Emergent on student needs language learning.
Language: Focuses and progress.  Challenging for
on language that  Focus on Student Structured
emerges naturally Needs: Places the Learning: May
during the learning learner's needs and pose challenges for
experience. interests at the those who prefer a
 Student-Centered: forefront of the more structured and
Places a strong teaching process. planned learning
emphasis on the environment.
needs and interests
of individual
students.