English Language
Teaching (ELT)
Dr. Khalid Azim Khan
Associate Professor
Department of English
City University of Science and
Information Technology, Peshawar
4. Situational Language
Teaching
Timeframe: 1940s–1960s
Key Characteristics:
➢ Language taught through situations,
using context and everyday scenarios.
➢ Grammar and vocabulary are
introduced systematically.
➢ Emphasis on oral practice within a
specific situational context.
Criticism:
➢ Heavily teacher-centered, leaving
limited scope for student participation.
➢ Does not always foster natural
communication.
5. Total Physical
Response (TPR)
Timeframe: 1970s
Key Characteristics:
➢ Developed by James Asher, focusing on
the connection between language and
physical movement.
➢ Learners respond to verbal commands
with physical actions.
➢ Reduces learner anxiety and makes
language learning engaging.
Criticism:
➢ Limited application for advanced
learners or abstract concepts.
➢ Overemphasis on commands at the
expense of complex language use.
Pedagogies and Methodologies in
the 20th Century
Language teaching methodologies
based on Cognitivism, Constructivism
and Sociocultural Theory:
Week - 5 1. The Communicative Approach
2. Cooperative Learning
3. Task-Based Language Teaching
(TBLT)
4. Content-Based Instruction (CBI)
The Communicative Approach
Timeframe: 1970s-Present
Key Characteristics:
➢ Focus on developing communicative
competence.
➢ Emphasis on fluency over accuracy, with
grammar integrated into meaningful contexts.
➢ Use of authentic materials and real-life
communication tasks.
➢ Activities include role-plays, group
discussions, and problem-solving.
Criticism:
➢ Implementation challenges in traditional
education systems.
➢ Fluency focus may lead to inaccuracies in
language use.
Cooperative Learning
Time-frame: 1975-Present
Definition: CL is teaching method where students work
together in small groups to achieve a common goal.
Key elements:
• Positive Interdependence: Students work together to
achieve shared goals.
• Individual Accountability: Each member is responsible
for their contribution.
• Group Processing: Groups reflect on their performance
and make improvements.
• Face-to-Face Interaction: Direct engagement and
communication among members.
• Interpersonal and Small Group Skills: Development of
teamwork, leadership, and conflict resolution skills.
Cooperative Learning
The Jigsaw: Each member of a 5-6 member
heterogeneous group is responsible for
mastering a portion of the material and then
teaching that part to the other team members.
Numbered Heads Together:
The teacher has groups of three to five members
numbered off so that each member has a
different number.
The teacher asks either a very specific or very
broad question, depending on the subject
matter.
Students put their heads together to arrive at an
answer and make sure that everyone knows the
answer.
The teacher calls out a number and the students
from each group with that specific number share
their answers with the entire class.
Criticism:
• Unequal Participation: Some
members may dominate while
others contribute less.
• Dependency on Peers: Over-
reliance on peers may hinder
individual learning.
• Conflict and Mismanagement:
Ineffective group dynamics may
lead to conflicts.
• Time-Intensive: Requires
significant planning and classroom
time.
• Assessment Challenges: Difficult
to evaluate individual
performance accurately.
Task-Based Language Teaching
Time-frame: 1996-Present
Definition: Task-Based Language Teaching
(TBLT) is a teaching method that uses real-
world tasks to help students become fluent
in a new language.
Key elements:
1. Focus on Meaning: Emphasis on
meaningful communication over form.
2. Real-World Tasks: Activities mirror real-
life language use.
3. Learner-Centered Approach: Encourages
active participation and autonomy.
4. Task Cycle: Comprises pre-task, task, and
post-task phases.
5. Integration of Skills: Combines listening,
speaking, reading, and writing.
Task-Based Language Teaching
Criticism
• Limited Focus on Grammar: May neglect explicit
grammar instruction.
• Teacher Expertise Required: Demands skilled
facilitation and planning.
• Cultural Constraints: May not align with
traditional teaching contexts.
• Assessment Difficulties: Challenges in evaluating
task performance.
• Unequal Participation: Learners may vary in
engagement and contribution
Content-Based Instruction (CBI)
Time-frame: 1989-Present
Definition: CBI is a teaching method that helps students learn
academic content and a second language simultaneously.
Key elements:
1. Integration of Language and Content: Language learning occurs
through subject matter.
2. Meaningful Context: Focuses on real-world, relevant content.
3. Learner-Centered Approach: Encourages active participation
and critical thinking.
4. Skill Integration: Combines listening, speaking, reading, and
writing skills.
5. Scaffolding: Support provided to help learners grasp both
language and content.
Content-Based Instruction (CBI)
Criticism:
1. Language Focus May Be Overlooked:
Content can overshadow language
instruction.
2. Resource-Intensive: Requires specialized
materials and trained instructors.
3. Complexity for Lower Proficiency Levels:
Challenging for beginners.
4. Assessment Challenges: Difficult to
measure both language and content
learning.
5. Cultural Bias: Content may not always be
culturally relevant or appropriate.
Week - 6
Learning Styles and
Learners’ Preferences
1. Auditory
2. Visual
3. Kinesthetic
