TEMA – 13 History of the development of didactics of foreign languages: From the Grammar Translation

method to actual approaches

Esquema. Bibliografia.
Methods of teaching english. Advantages and disadvantages of each one.

Marc legislatiu.

Introducció.

This topic presents the diferent methods that have been use to teach a foregin Language until the most recent approaches and shows its advantages
and disadvantages of each one. In this text, diferent autors are mentioned as were key to the development of each method.
However diferent were those teories, they all had in common the same goal: help learners to achieve communicative competence in order to be able to
communicate in that Language. This is exactly the ultimate goal of our educational system in Catalunya (decree 175/2022). According to catalan
currriculum regulated by decree 175/2022, languages have to be taught from an integrated treatment point of view that takes into account all the skills,
processes, methodologies and knowledge, so all the students have the same opportunities. Teachers are in charge of providing the students with
diferent learning situations that are connected to the reality. Globalization is also another important aspect, so we should connect english to other
subjects and work in a an inclusive way. Last but not least, languages are linked to their countries and culture, so we can’t forget to show our students
the cultural aspects of english. On the whole, we are responsable to have in mind all these elements and get to know the following methodologies so
we can apply them in the ckassroom and select the best ones depending on our students and situations and help students reach the ability to
communicate in english.

Tema.

TRADITIONAL APPROACH
Grammar - Translation method (19th century)

In the 18th century modern languages began to kick in the currículum of European schools and they were taught as Latin or Greek as teachers didn’t
know any other way to do so. By the 19th century, this way of teaching became the only one to teach languages and it was called the “Grammar
Translation Method”.
This approach was based on translation and repetition. Everythin was taught in the mother tongue and students learnt vocabulary through long and
boring list of words which they had to translate and repeat in order to memorize as many words as possible. They didn’t focus on the content of texts
but on gramatical aspects and the oral skills are not important.
One of the advatages of this approach is that the methodology can be useful in specific situations, for exemple, to understand literary texts, and, for
the teachers, it’s easier to work with textbooks. On the other hand, there are serious disadvantages as the boredom of repeting word lists or the fact
that translation is not a good way to learn and interiorize a language. Our current educational System is focused on learning oral skills, and this
approach is based on writen skills, so this is not a good method to teach a Language and get competent at communicating.

MODERN APPROACHES (20th century- until 70’s )

Modern approaches give more importance to the oral Language and there is no translation from the mother tongue to the foregin Language. In these
approaches the mother tongue is never used and students learn inductively, they discover the Language through real situations. Culture is also
important when it comes to learn a Language as there are words, gestures, idioms and festivities that vary from one country to another. This cultural
aspect is also reflected on the Plurilingual and Intercultural Dimesion of the Catalan currículum in the foregin Language.

The Direct Approach

In the mid 19th century people began to questioned The Grammar – Transaltion Method as they needed the Language to communicate among diferent
countries and some reformist idees came up. Scientific research argued that in order to learn, the contents presented to the students had to be
meaningful to them. Otherwise, the new items learnt would be easily forgotten. All these new idees brought new approaches as the “Direct
Approach”. This approach gives importance to oral skills, and so, speaking and listening are taught before writing and reading and the classes are
given in the target Language instead of the mother tongue. Students learn everyday vocabulary and new items through demonstrations, objects,
pictures, realia... A correct pronunciation is emphasized and grammar is taught inductively, in which students built knowledge through practise and
experiences and books were not used.
The advantage of this approach is that people learn a Language by hearing and engaging in conversations, in a similar way we learn a mother
tongue.So students learn to think in english instead of translating from their mother tongue. However, the environament and circumstances are
diferent, as people around us do not speak the target Language and the culture is diferent. It also requires a native teacher and mother tongue is
completely erased, which sometimes, this can difficult the learning of new items.
The Oral Approach

This approachis similar to the Direct Approach and it was influenced by British structuralism, in the 1920’s and 30’s and it has more scientific
Foundation than the Direct Method. The goal of this method is to teach the four skills using structures and the oral skills are taught first. Diferent
situations are presented in order to practise Language.In this approach the weight is given to oral skills, so a correct pronunciation is valued as well as
grammar which is also ytaught inductively. As well as in the Oral Approach, in this method mother tongue is not used at all.
The advantages of this approach are that Language is always presented and practised in a context and oral communication is emphasized. The
disadvantage, is similar to the Direct Method in which students are nota ble to communicate in the target Language when they are outside the
classroom.

The Audiolingual Method

It appeared during the World War II as there was an urge of learning languages quickly so the personnel could communicate in diferent languages. For
this reason, conversational proficiency was required. This method derives from structuralism and behaviorisme. This approach states that learning a
second Language is a set of hàbits, so the only way to learn is through repetition and imitation. This view also came from Skinner’s apliaction of the
procedure stimulus-response reinforcement.
The main goal of this approach is the oral proficiency, so listening and speaking skills are taught first. This method of learning is based on
memorization, imitation and repetition of drills and dialogues. Accuracy on pronunciation is also emphasized and the grammar is taught inductively,
there are’nt grammar explanations. Lastly, the mother tongue is not used, so they don’t learn through translation exercises.
It has been proved that this is not a good method to learn a language as it is a really tedious and there’s the risk that students have no idea about what
they are repeating, they might don’t know the meaning. Nevertheless, sometimes it can be useful to repeat a dialogue, or some words, for exemple,
when they have to perform a play or to learn a song. Drills are a good way to improve pronunciation and create new words. If students do not listen
and repeat the dialogue they have to say. They will never learn the right way to peonounce some words. There is an app called “quizlet” based on
flashcards where students can read out loud the words to practise pronunciation and then read the meaning or the word translated to their mother
tongue. It is important though to work on the meaning of these words, so the students are conscious of what they are communicating.

CURRENT APPROACHES (20th century - since 70’s)

The Communicative Approach

This approach came up in the seventies and it focuses on the structure of the language rather than the function. Noam Chomsky, one of the autors of
this approach, states that Language is the capacity to create sentences even though they aren’t gramatically correct. To his view, we learn when we
create our own sentences instead of memorizing and repeating dialogues.Chomsky didn’t regard Language as a hàbit structure and rejected
structuralism and behaviourism approaches.
Another lingüístic who advocated for this method was Michael Halliday. He added the idea of the Functional and Communicative Potential, the idea
of working on the diferent funcions of the Language in order to reach a communicative proficiency. These funcions connect with the communicative
competence, lingüístic, sociolinguistic and discursive copetence which are reflected on our educational catalan currículum.
Some of the advantages of this approach are that students get more independent in their learning process and the teaching focuses on real world
language use. However, this method does not consider grammar rules or drills, which sometimes it can be useful, specially when it comes to teach
beginner students.

Humanistic Approach

- TPR (Total Physical Response)

This method is based on the use of games, songs, charades, storytelling, activities that include moviment. For exemple, “Simon says”, “I spy with my
little eye...”, “The floor is lava...” and many more. (explain each one). We use it a lot in our classes because it’s very motivating and they enjoy
moviment. It’s a good method as students are active and get engaged in the activities. However, a class cannot be taught only by this kind of activities
but teachers have to choose the right ones to include them in each class and combine them with other methods. James Asher was the lingüístic who
first talked about this physical response.

- NATURAL APPROACH

The natural approach focuses on learning a Language the same way we learn our mother tongue, in the most natural way possible. The most important
lingüístic of this method is Stephen Krashen who distinguishes language learning from language acquisition. The acquisition of Language means that
we are learning a Language without even realizing it, the same way we learn our mother tongue. Listening to the people around us, watching TV,
reading billboards... we learn from all the inputs that surround us. Meanwhile, the conscius Language is the one we make an effort to understand and
memorise, it’s when we are thinking on the rules and gramatical structures. This method gives importance to comprehension over production, so it’
really important to understand. For this reason, it’s very important to provide the students with a lot of diferent inputs so they can soak them up. These
inputs are important to be taught pregressively. For instance, the vocabulary used in a first grade class, must be words that students are already
familiarized with, so they can understand what it is said in class and so, progress to a higher level. Slowly, the difficulty of inputs increase and
students acquire knowledge step by step. Even though they may not understand everything said in class, it’s important to speak in the target Language
and use gestures and visual aids to help students understand.
This methog lays importance on coprehension so the use of diferent inputs is very important to help students understand. Finally, Stephen Krashen,
pointed out the importance of respectin the silent period of our students. There is nothing wrong if students do not speak in the target Language as
they are already learning and taking in all the information to produce Language in a future. This is the point. Its not good to force people to speak in
english if they are not ready. A relaxing environament in class is essential, so pushing our student to speak in a Language that they don’t master can be
detrimental to their learning process.

Learned Centered Approach

Task Based Learning Approach

In this approach the lesson is based on completing a task, so students will learn all those structures, vocabulary, grammar that come up during this
period. Depending on the task they will learn diferent aspects of the language. In this approach Language scafolding is very important. We have to
provide the students with the vocabulary and tools they need to speak in english during the process and at the final presentation.
There are three stages:
- Pre-task: The teacher introduces the tòpic and shows examples so the students can have an idea about what they have to do.
- Task cycle: The students start working on the task in groups and distribute their roles. They also prepare a presentation to explain what they
have done and how.
- Language focus: The rest of the students report back to the group and discuss specific issues about the task. The teacher conduct review
exercises of language learning.

One exemple of task based learning could be the construction of a house. First, the teacher plays a vídeo to show diferent houses from all over the
world. Then students in groups chose one house and draw a picture. This would be the pre-task stage. In the task cycle, students start making the
model and plan on what they are going to explain to the rest of the class. Depending on the level, the teacher will have to use more or less Language
scafolding. If they are beginners, the teacher must teach them the vocabulary they need to present the task and use substitution tables to show them
Language structures. it’s important to give them resources so they can carry out the final presentation. Finally, each group talks about their task and
the rest of the class analyse the job done. More examples of a task based learning would be the creation of a rècipe book, organize a travel trip or
make a presentation about landmarks. LANGUAGE SCAFOLDING IS VERY IMPORTANT
Its a good way to teach english because students are very motivated and improve their communicative skills but its really demanding and time-
consuming because when they are working on the model students tend to speak in their mother tongue so as a teacher you have to balance this
activity with others and motivate them constanly to speak in the target language.
Project Based Learning

This approach can be similar to the task based but instead of focusing on a task, a project requires many tasks. Projects are engaging and motivating
but we have to pay attention to the Language we provide them. LANGUAGE SCAFOLDING. In a project we mix diferent subjects like arts,
science,physical education... (CLIL) It’s important to offer an appropiate Language scafolding so they can understand the contents and carry out the
presentation at the end, otherwise, they can get bored and frustrated. Projects are a good way to work on the culture of a country, learn about diferent
english speaking countries, sports in UK, traditional food, traditions... We can also use projects to connect the language with the reality. For example,
when Trump won the elections, we could have worked on the polítics of America, or study the life of Queen Elisabet II who has recently passed away
along with the castles they had, the Money in UK and so on. Genially, canva, google slides, jamboard... are some of the apps that are suitable for
presentations.

Gamification

Using difernt kind of games in the classroom. Sometimes it can be online games, word games, app games.. or just the best is to mix diferent activiti its
not good to gamificate the whole class. Nowadays there are tones of apps and games very useful to learn english. We have kahoot, quizziz, plickers
bamboozle to play contests, genially to make presentations or scape rooms, word world and liveworksheets to prepare diferent activities, breakoutedu
to play games, duolingo, quizlet to learn vocabulary and pronunciation through flashcards and many more. Games increase participation, engagement,
loyalty and competition. Rahat Paharia was the person who coined the term “gamification” in 2008.

Intervenció Educativa.

Conclusió.

We got many mehtod but as teahxer we have to choose the bst for each one depending on the situation and the kind of students and trying to attend
the diversity . we have to chose the methods that help our students to achieve a communicative competence. Starting with orsl skills withour
forgetting the writing skills we have to teach all of them. And to motivate our students.