Summary of Different Approaches

The Audiolingual Method (1940s) consisted in repeating drills in the target language, with almost none grammatical explanation. The idea was that the language was not explained, only taught. Teachers had to communicate in the target language making special emphasis in pronunciation.

In the 70s other methods appeared. For example, the Community Language Learning (CLL) said that the class should be treated as a group; therefore, students and teacher interact with one another in order to facilitate the learning process. The teacher´s presence is essential as he/she is the one in charge of building a relationship amongst the students, their needs, etc. The students will say an utterance in his/her native language, and the teacher must translate it into the target language. The group will always be supported by the counselor (teacher) who will help them to cope with frustration or anxiety.

In the late 70s, Suggestopedia appeared. It postulated that if you are in a relaxed and open position, the brain will receive much information. For this, relaxation is essential; therefore, music plays a central role. The teacher has all the authority as he is the one that provides all the input by reading different passages, and students merely repeat and try to memorize.

The Silent way is another method used to teach a second language. Students were shown different rods in order for them to learn colors, numbers, sizes, etc. The teacher is silent and only shows the students the rods.

Total Physical Response (TPR) was developed in 1977. The premise for this method is that children spend two years without pronouncing a word, and then they start speaking. At the same time, on their first years, children only respond to stimuli in a physical way. So, the idea is that the teacher mentions a command, and students have to act it. The problem with this method is that it seems to be effective only in a beginner’s level.

The Natural Approach was postulated by Stephen Krashen in the mid 80s. The essential element of this approach is the “comprehensible input” provided by the teacher. The goal is that students are able to communicate in everyday situations.

These methods use different methodologies in order to reach the desired goal that is the command of a second Language. As the author of the text says “your responsibility as a teacher is to choose the best of what others have experimented with and adapt those insights to your own situation” (p.66)