TEFL: Methodical History of Language Teaching

1. TEFL: Methodical History of
Language Teaching
Presented by:
Maryem Mahjoubi
Rawen Abbassi
Aziza Kousri
Bayram Briki

2. there were many
theories concerning how
languages are learned,
represented and
organized in memory or
how language itself is
structured
INTRODUCTION HISTORICAL TIMELINE
Approaches to language
teaching have evolved
considerably over the
centuries thanks to
developments in our
understanding of how
people acquire language.
METHODS
IN LANGUAGE TEACHING
Teaching methods are the
broader techniques used
to help students achieve
learning outcomes, while
activities are the different
ways of implementing
these methods
language teaching methodology
OUTLINE

3. The methodical history of Language teaching
is a rich tapestry that has evolved over
centuries. from Ancient civilization employing
traditional methods to modern, research-
driven approaches. As we navigate through
this history, we encounter the diversity of
language teaching methodologies and
approaches where each chapter contributes
to the other and where traditions meet
innovation, especially after the publication of
Edward Anthony’s work “Approach, Method
and Technique” which has played a key role
in clarifying as well as providing a conceptual
framework that has guided educators in
understanding effective language teaching
strategies.

4. 17TH
CENTURY
1845
1900 1950 1970s 1975
1980
1990
2000
Inductive
approach
The direct
method
Communicative
language
teaching
Grammar
translation
method
Audiolingual
method
Humanistic
language
teaching
TIMELINE
TBLT
DOGME
CLIL

5. the
w
ay
they
learned
w
as
through
association
to
the
w
orld
around
them
INDUCTIVE APPROACH (17TH CENTURY )
BY JOHAN COMENIUS
spirtual
development of
children
inductive
approach to
language teaching
teach students to use the
language rather than teach
them rules and analysis of the
language
he used imitation instead of
rules Claiming that students
should repeat after the
teaCher
he encouraged language to
be taught through pictures
and the practise of reading
and speaking

6. Grammar translation
method
use mother
tongue
translate the
whole text
i
n
t
r
i
c
a
c
i
e
s
o
f
g
r
a
m
m
a
r
the teacher doesen’t
have to be able to
speak the target
language
list of isolated
words
no attention is
given to
pronounciation
teacher
authority
no
communication
GRAMMAR _TRANSLATION METHOD (1845)
The 18th century was characterized by the so_called grammar translation method
approach which focused on studing grammar and translating texts to learn to read
litterature

7. Main Principles
Oral communication
No use of Mother Tongue
Grammar taught inductively
The Direct Method is named “direct” because teaching the target language
should not be taught through the use of the native language. However, this
method aims at establishing a direct association between experience and
expression which means demonstrating the word, phrase or idiom in that target
language and its meaning without translating into the native language.
Correct Pronunciation
Contextual Teaching
THE DIRECT METHOD OF LANGUAGE TEACHING
(DM) ( EARLY 1900'S) :

8. Advantages and Disadvantages of Direct Method
Disadvantages
Advantages
the pronunciation improves
More entertainment
No reading and writing improvements
It is an expensive method

9. Main Principles
Focusing on Grammar drills
Oral Communication
The Audio-Lingual method of teaching or Audiolingualism approach had its origins
during World War II when it became known as the Army Method because it was
widely used to train the Military . It also evolved in the context of large-scale
language teaching programs in the 1950s and 60s.
THE AUDIOLINGUAL METHOD OF LANGUAGE TEACHING
(1950) :

10. Core Principles
Learning in Real Situations Authentic Resources
Real-life Language Usage
Real-life Communication Interactive Learning
Collaborative Activities
Use of Authentic Materials
Emerged in the 1970s as a response to earlier language teaching methodologies. It
evolved from the dissatisfaction with traditional grammar-translation and audio-
lingual methods. Influenced by linguistic theories and sociolinguistics, CLT
emphasizes meaningful communication, the development of real-world language
skills.
THE COMUNICATIVE APPROACH IN LANGUAGE
TEACHING (CLT) (1970):
Features Methodologies
Speaking, Listening Focus
Role-playing, Simulations

11. Suggestopedia
method
the silent way
community
language learning
HUMANISTIC LANGUAGE TEACHING
(1975)
Humanistic language teaching is an approach based on the principle that the whole
being, emotional and social, needs to be engaged in learning, not just the mind
should be involved in learning a language
The teacher should be silent and
the learner should produce
language
the learner is a principal
actor rather than a bench-
bound listener
teachers make sure that they must
create a relaxing and comfortable
environment through music
The educator must speak confidently
and give the students the impression
that learning the target language will
be fun and easy.
Learning happens when
students don't feel
threatened
Teacher similar to a
counsellor

12. Pre Task
Raise
consciousness
Introduction to
subject and task.
Thorough
introduction to
topic by teacher
Use of pictures,
posters and
demonstrations
Task Cycle
Working with and
using the target
language:
Activities like pair
work, group work
Exercises like
information gap
activities Gradual
increase in the
importance of
Planning, Report,
Presentation
Post Task
Selecting,
identifying and
classifying
common words
and phrases.
Practice of
language and
phrases in
classroom.
Building personal
dictionaries.
TASK-BASED LANGUAGE
LEARNING (TBLT)
TBLT is an approach that
emphsizes teaching language
skills through activities or
tasks.
Students get engaged with a task they
are truly interested in, and they aim to
carry it out only using the target
language and its taught elements
1
2
3

13. CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) (2000)
Benefits and Outcomes
Principles of CLIL
Importance of meaningful content
Dual focus on language and content
Integration of language and subject Preparation for real-world contexts
Holistic learning
Improved language proficiency
Gained prominence in the 1990s as an educational approach aiming to teach both subject
content and a second language simultaneously. Rooted in bilingual education, CLIL
developed as a response to the need for language learning in authentic, content-rich
contexts. It focuses on teaching various subjects, such as science or history, through a
foreign or second language, fostering both language proficiency and subject knowledge in a
single learning process.

14. DOGME
1. Interactivity: the most direct route to
learning is to be found in the interactivity
between teachers and students and amongst the
students themselves.
2. Engagement: students are most engaged by
content they have created themselves.
3. Relevance: materials (e.g. texts, audios
and videos) should have relevance for the
learners
It’s a method that encourages to teach without
textbooks and to focus on the language that emerges
from conversation among learners and teacher
Dogme has some key principles:

15. The methodical history of language teaching unfolds as a dynamic
narrative, weaving through centuries of diverse pedagogical
approaches.. The 19th-century dominance of the Grammar-
Translation method yielded to the communicative focus of the
Direct Method. The mid-20th century witnessed the emergence of
the Audio-Lingual method, followed by a paradigm shift towards
communicative approaches influenced by Noam Chomsky. As for
Edward Anthony's conceptual clarity on approach, method, and
technique added a pivotal chapter, enhancing educators'
understanding. All in all, the methodical history stands as a
testament to the adaptability and resilience of language teaching
methodologies across time.
conclusion

16. Thank You
For Your Attention