Approaches to Language Teaching  Skill Sequencing: Listening and

speaking receive primary focus,

GRAMMAR-TRANSLATION
followed by reading and writing.
METHOD
 Dialogues & Drills: Instruction
 Grammar-Translation Method centers around dialogues for
emphasizes teaching grammar language presentation and practice
through translation. techniques like drills and mimicry.
 Focuses on reading and writing,  Audio Emphasis: Language labs
neglecting speaking and listening. and audio recordings are heavily
 Uses the student's native language as utilized to prioritize listening and
a reference. speaking skills.
 Learners are passive, teachers are the  Accessibility: Aimed to make
authority. language learning achievable for
 Criticized for rote memorization and large groups, focusing on clear
lack of communication skills instruction rather than complex
development reasoning.
 Syntax Focus: Emphasized the
GRAMMAR-TRANSLATION importance of sentence structure
METHOD
(syntax) in language learning, which
 Complements communicative previous methods had neglected.
learning: Grammar instruction can  Theoretical Weaknesses:
improve awareness of language Chomsky's theory of
structure, which can aid Transformational Generative
communication. Grammar challenged the behaviorist
 Native language as a reference: foundation of audio-lingualism.
Using the native language can clarify  Limited Transfer: Learners
concepts and avoid struggled to use practiced skills in
misunderstandings. real-world communication outside of
 Active problem-solving: the classroom drills.
Translation exercises can encourage  Communication Neglect: The
active analysis of grammar and method largely ignored the
structure. development of communicative
 Ease of application: The method competence, essential for actual
requires minimal teacher training and conversation.
resources. THE COGNITIVE CODE APPROACH
 Teacher-centered approach: This
may be preferred in certain  Key Idea: Rejects habit
educational cultures. formation (audiolingual method)
and emphasizes active mental
THE AUDIO-LINGUAL METHOD processes in language learning.
 Theoretical Foundation: The  Focus: Explicit learning and
audio-lingual method emerged as the conscious awareness of
first language teaching approach grammatical rules as a code for
explicitly grounded in linguistics the language.
(structuralism) and psychology Similarities to Mentalism:
(behaviorism).
 Stimulus-Response Learning: o Thinking & Comprehension:
Borrowing from behaviorism, it CCLT emphasizes understanding the
views language acquisition as a underlying rules and thought
process of habit formation through processes behind language use.
stimulus-response conditioning and o Rule-Governed: Both approaches
positive reinforcement. view language as governed by a
 Building Block Approach: system of rules.
Learning progresses from mastering o Memory: Both acknowledge the role
the smallest language units of memory in language acquisition
(phonemes) to morphemes, words, and retention.
phrases, and sentences.
  The Natural Approach prioritizes
communication skills and language
PRINCIPLES OF CCLT
exposure over rules and grammar.
 We learn languages through our  It draws parallels between second
brain's memory and processing language learning and how children
power. learn their first language.
 The best way to learn a second  Advocates argue that observing how
language is to understand the rules children acquire language can reveal
and practice using them effective language learning
meaningfully. strategies.
 It's easier to learn when you see the  The approach contrasts with
language as a whole system with structural methods that focus on
connected parts. grammar rules and drills.
 Learning a language is like studying  In the Natural Approach, learners are
a complex code, with sounds, not pressured to speak or pronounce
vocabulary, and grammar rules. words perfectly.
 Active thinking and understanding  There are no drills or memorization
are key, not just memorization. of grammar rules or vocabulary lists.
 Learners should figure out grammar  Learning occurs through continuous
rules themselves through examples. exposure to the language and
 Focus on using the language in meaningful interactions, akin to a
meaningful situations rather than just child's experiences with parents.
memorizing rules.  The emphasis is on allowing
 Learning goes from smaller parts spontaneous speech to emerge
(sounds) to bigger ones (sentences). naturally.
 Learners are active participants in FOUR BASIC PRINCIPLES OF THE
their own learning process. NATURAL APPROACH
 What you learn needs to be
meaningful to you for better PRE-PRODUCTION
retention. o Silent phase, similar to a child's early
 Understanding the language system language development.
is crucial for learning a foreign o Focuses on listening and
language. comprehension.
The Direct Method o Learners actively pick up meanings,
context clues, and interpretations.
 Uses target language only for o Mistakes are seen as part of the
instruction and communication. learning process.
 Avoids translation and first
language usage. EARLY-PRODUCTION
 Focuses on spoken everyday o Learners begin speaking their first
language over literary language. words, phrases, and simple
 Views language learning similar sentences.
to first language acquisition. o Focus remains on comprehension.
 Employs demonstrations, o Communication success is
questions & answers, narratives, prioritized over perfect grammar.
etc. o Grammatical errors are common and
 Requires native-speaker or near- not explicitly corrected.
native fluency teachers. o Learners are encouraged to express
 Faces challenges in handling themselves freely
abstract ideas without translation.
SPEECH-EMERGENCE
 Struggles with application
beyond the elementary stage. o Sentences become longer, though
still basic and potentially
The Natural Approach
containing errors.
 o Communication remains the creates a playful environment
primary focus, even with for language exploration.
grammatical mistakes.
SUGGESTOPEDIA
o Learners actively work to craft
sentences for communication.  Suggestopedia is a language
o Comprehension of spoken learning method developed in the
language is significantly higher. 1970s by Georgi Lozanov, a
Bulgarian psychotherapist. It
INTERMEDIATE FLUENCY
focuses on creating a relaxed and
o Learners achieve fluency positive learning environment to
through continued language enhance language acquisition.
exposure.  Comfortable Atmosphere: The
o Grammar becomes mostly classroom is designed to be stress-
accurate, even without formal free and enjoyable, with comfortable
instruction. seating, pleasant music, and positive
o Communication remains the reinforcement.
primary focus.  Positive Suggestion: Originally,
o Formal grammar lessons suggestopedia emphasized positive
serve as explanations of suggestions to boost student
existing knowledge. confidence and receptiveness to the
o Learners have a high level of language. This aspect has lessened
comprehension and can over time.
converse naturally.  Focus on Comprehension:
TOTAL PHYSICAL RESPONSE Suggestopedia prioritizes
understanding over immediate
o TPR (Total Physical speaking. Teachers introduce new
Response), developed by Dr. language through dialogues and
James J. Asher, emphasizes readings, with students following
comprehension prior to along in both the target language and
speaking, mirroring first their native language.
language acquisition.  Multiple Learning Styles: The
o Instructors introduce method incorporates various
vocabulary and instructions activities like games, role-playing,
through physical actions, and even some physical movement
with students responding in to cater to different learning styles.
kind.
o This method fosters passive DESUGGESTOPEDIA
acquisition of vocabulary and  Desuggestopedia: This language
grammatical structures. learning method emphasizes
 TPR rests on three core principles: removing negative beliefs students
o Aural comprehension and may hold about their ability to learn.
physical response: Language  Affective-Humanistic Approach:
internalization is optimized Desuggestopedia falls under the
by listening and responding affective-humanistic approach,
physically. which prioritizes student emotions
o Right brain engagement: and fosters a respectful and positive
Physical movement activates learning environment.
the right brain, promoting
 Desuggestion Techniques: Specific
comprehension before teaching strategies are employed to
production through its role in help students overcome perceived
processing movement, limitations in language acquisition.
imagery, and problem-
 Empowerment Focus: The ultimate
solving.
goal is to empower students by
o Stress-free and engaging
fostering a belief in their own
learning: Movement reduces
capacity to learn a new language.
desk-bound learning and
 Five principles that govern
Desuggestopedia:
  Fun and Relaxed Learning: The techniques like positive
ideal learning environment is stress- classroom design and peripheral
free, enjoyable, and promotes a sense learning, are considered more
of joy. powerful.
 Subconscious Learning: Students  Creating a Supportive
can absorb information from their Learning Environment
surroundings even if they're not  (Successful Classroom
actively paying attention. Atmosphere): Desuggestopedia
 Unlocking Potential: Suggestion emphasizes the importance of a
techniques aim to tap into a learner's positive and well-rounded
underutilized mental capacity for classroom environment.
language acquisition.
 Removing Barriers: Teachers o Psychologically Safe: A
should identify and address negative nurturing and supportive
beliefs students may have about atmosphere where students feel
learning a new language. comfortable experimenting,
 Effortless Acquisition: In a relaxed making mistakes, and enjoying
and confident state, language the learning journey.
learning becomes effortless and o Educationally Structured:
natural. Material is presented in a clear
and organized manner, providing
Desuggestopedia Seven Key Concepts By a roadmap for learning. Every
Lozanov and Gatave (1998) moment, even seemingly casual
 Tapping Unused Potential interactions, can be a learning
(Mental Reserve Capacities): experience.
Desuggestopedia builds on the o Aesthetically Appealing: The
idea that we only use a fraction classroom should be visually
of our brain's potential for stimulating but not cluttered.
learning. By addressing High-quality pictures or visuals
limitations and anxieties can be rotated to maintain
(desuggestion), this method aims interest and subtly reinforce
to help students unlock this learning.
reserve and improve their  Learning Through Our
language acquisition abilities. Surroundings (Peripheral
 Addressing Underlying Beliefs Learning): Desuggestopedia
(Psychological Set-Up): builds on the concept that we
Unconscious responses and absorb information from our
negative beliefs can act as environment even if we're not
roadblocks to learning. actively focusing on it.
Desuggestopedia acknowledges  Overcoming Negative Filters
this by encouraging teachers to (Anti-Suggestive Barriers):
identify and address these Negative beliefs, anxieties, and
underlying psychological factors. past experiences can create
By creating a safe and supportive mental barriers that hinder the
environment, students can shed effectiveness of suggestion.
inhibitions and become more Desuggestopedia acknowledges
receptive to learning. these "anti-suggestive barriers"
 The Power of Suggestion and emphasizes the importance
(Suggestion): Desuggestopedia of addressing them.
utilizes suggestion to influence  The Power of Music (Music):
the learning process. Direct Desuggestopedia recognizes the
suggestions, like telling students power of music to create a
they'll be successful, can be relaxed and receptive state of
helpful but are limited in mind, which is considered ideal
effectiveness. Indirect for language learning. Music can
suggestions, which target the be used as background
subconscious mind through accompaniment during lessons or
 activities to promote a sense of o Principle 5: Development of
calm and focus. Lozanov's language control comes from
research suggests that music can creative activities
stimulate alertness while also
Interactive Activities: Interactive activities
promoting feelings of ease and
are essential for developing language
relaxation, creating an optimal
fluency. These activities encourage students
learning environment.
to engage with the language in a meaningful
The Principles of Interactive way, promoting communication and
Language Teaching collaboration
o Principle 1: Students are o Principle 6: Use all possible
responsible for their own methods to teach languages
learning. (visual, kinesthetic, etc.).
Student-Centered Learning: This Multisensory Learning: Effective
principle emphasizes the learner's language instruction utilizes various
responsibility for their own acquisition of modalities to cater to different learning
language. Effective language learning styles. This includes visual, kinesthetic,
requires students to actively participate in auditory, and other sensory experiences to
the process and take ownership of their reinforce learning and enhance memory.
progress.
o Principle 7: Testing should help
o Principle 2: Language learning students learn, not just show what
is shaped by students' needs they don't know.
and goals.
Assessment for Learning: Testing should
Needs-Based Instruction: Language be used as a tool to inform learning, identify
learning should be tailored to the specific areas of strength and weakness, and guide
needs and goals of the students. These future instruction. The focus should be on
needs are influenced by various factors, assessing communicative competence rather
including social pressures, career than rote memorization.
aspirations, and personal interests. Teachers
o Principle 8: Learning a language is
should consider these factors when
learning about the culture.
designing curriculum and selecting
instructional methods. Cultural Integration: Learning a language
is intrinsically linked to understanding the
o Principle 3: Fluency comes
associated culture. Effective language
from using language creatively,
programs integrate cultural aspects, allowing
not just imitating others.
students to develop an appreciation for the
Communicative Competence: Fluency in target language community's values,
a language goes beyond memorization and traditions, and social norms.
grammatical accuracy. This principle
o Principle 9: Language learning
emphasizes the development of language
happens outside the classroom too.
control, allowing students to use the
language creatively and express themselves Beyond the Classroom Walls: Language
effectively in various contexts. learning extends beyond the classroom.
Providing opportunities for students to use
o Principle 4: The classroom should
the language in authentic contexts outside
be a positive and respectful
the classroom setting is crucial for continued
environment.
development and real-world application.
Positive Learning Environment: The
o Principle 10: Use real-world
classroom should be a safe and supportive
experiences to enhance language
space that fosters mutual respect and
learning.
collaboration between students and teachers.
This positive atmosphere encourages Language learning should be connected to
learners to take risks, experiment with the real-world experiences. Teachers can
language, and participate actively. integrate authentic materials like news
articles, movies, and music to create a more
engaging and relevant learning environment.
To stop a chain

you must be an example,

a catalyst for the

change you want to

see.

-QUEEN JONAXX