Modern Approaches in Second Language Teaching

Defining the Teaching Approach

An approach is, by definition, dynamic and therefore subject to tinkering as a result of one’s observation and experience.

Research in second language acquisition and pedagogy almost always yields findings that are not conclusive but are subject to interpretation.

Communicative Language Teaching (CLT)

Historical Development

• 1940s & 1950s: The foundational period.
• 1960s: Chomsky’s generative grammar was considered for language classrooms, focusing on how to inject the "cognitive code" of a language into the process of absorption.
• 1970s & 1980s: The beginnings of what we now recognize as a communicative approach emerged.
• 1980s & 1990s: This era saw the development of approaches that highlighted the communicative properties of language. Classrooms were increasingly characterized by authenticity, real-world simulation, and meaningful tasks.

Core Objectives of Modern CLT

Today, the focus is on:

• Probing the nature of social, cultural, and pragmatic features of language.
• Exploring pedagogical means for real-life communication.
• Developing linguistic fluency.
• Equipping students with tools for language performance in the real world.

Key Characteristics of CLT

1. Classroom Goals: Goals are multifaceted, including grammatical, discourse, functional, socio-linguistic, and strategic competence.
2. Language Techniques: Techniques are designed to engage learners in the pragmatic, authentic, and functional use of language for meaningful purposes.
3. Fluency and Accuracy: Fluency is often prioritized over accuracy to keep learners meaningfully engaged in language use.
4. Task-Based Learning: Classroom tasks must equip students with practical skills for use outside the classroom.
5. Learner Autonomy: Students are given the opportunity to develop their own learning processes, styles, and strategies for autonomous learning.
6. Teacher's Role: The teacher acts as a facilitator and guide rather than a sole authority.

Learner-Centered Instruction

This approach applies to curricula as well as to specific techniques. It aims to give students ownership of their learning, thereby adding to their intrinsic motivation.

Core Components:

• Techniques that focus on learners' individual needs, styles, and goals.
• Methods that give some control to the student, such as group work or strategy training.
• Curricula that include the consultation and input of students.
• Techniques that allow for student creativity and innovation.
• Methods that enhance a student’s sense of competence and self-worth.

Cooperative and Collaborative Learning

This model emphasizes teamwork and shared goals.

Key Principles and Challenges:

• Non-Competitive Environment: The focus is on collaboration, not competition.
• Learner-Centered: It usually involves many learner-centered characteristics.
• Group Dynamics: Students work in groups or pairs to share information and achieve common goals.
• Benefits: It promotes intrinsic motivation, altruistic relationships, and helps lower anxiety and prejudice.
• Challenges: Potential challenges include cultural expectations, individual learning styles, personality differences, and overreliance on the first language.
• Shared Goals: Students and the teacher work together to propose and achieve objectives.