1. Methods and approaches to bilingual
teaching: twentieth century
History of language teaching
Oral approach
Audiolingual method
Total Physical Response
Silent way
Suggestopedia
Content-based instruction
Task-based language teaching
CLIL

2. Types of didactic materials
The Oral Approach or Situational Language Teaching 
The context
Its principles
The role of teachers
The role of students
Types of didactic materials
Strengths
Weaknesses
It started to be developed: the first third of the twentieth century (around the s).
Spoken language before written form.
The target language: the classroom.
New language practiced situationally.
Vocabulary to cover general vocabulary needs.
Grammar: simple is taught before complex.
Teacher acts as a model of imitation and also controls the output produced by learners in the repetition phase.
Students begin with a very passive attitude which shifts to a more active one when practice and repetition of words are required.
Teaching materials, mainly a course textbook, on the teacher and on repetition of the same fixed elements.
(PPP format: Presentation, Practice and Production).
The strong emphasis both on grammar and on oral skills.
Not all learners are able to use language freely after being exposed to this methodology because exposure to “real” language is limited.

3. Types of didactic materials
Audio-Lingual method.
The context
Its principles
The role of teachers
The role of students
Types of didactic materials
Strengths
Weaknesses
American context (World War II) and the needs of the Army (some years before). Behaviourism.
1. Language learning: mechanical process.
2. Language first only in spoken form.
3. Analogy better than analysis.
4. Language and culture are learnt together.
Students do not have a protagonist role and they were limited to the repetition of the given items.
Teachers have a key role because they have to be the models of repetition.
Models of repetition and recordings.
Reinforcement (positive and negative)
Learners could avoid mistakes if they memorized phonemes, morphemes... with drills (repetition, addition…) and other patterns.
Language like a mechanical process (repetition), instead of being a significant learning process.

4. Types of didactic materials
Total Physical Approach
The context
Its principles
The role of teachers
The role of students
Types of didactic materials
Strengths
Weaknesses
This method was built upon the coordination of speech and action. It was linked to the “trace theory” proposed by Katona during the 1940s.
-Receptive oral skills should be learnt before productive ones.
- The role of affective factors is key.
- The skills acquired through listening are transferred to other skills.
- Meaning is emphasized over form.
Teachers answer the student questions and help the students in their learning process.
Students would take the teachers’ role and they would ask questions to the teacher and other classmates.
Teacher’s voice, actions and gestures.
It is fun, a good tool for learning vocabulary, class size is not a problem and there is no age barrier.
Everything cannot be taught with this method, so it must be combined with others. Also, it is not a creative method.

5. Types of didactic materials
Silent Way
The context
Its principles
The role of teachers
The role of students
Types of didactic materials
Strengths
Weaknesses
It was developed by Caleb Cattegno because he dismissed the rest of the educational methods that were available at that moment.
Two main elements:
- Cuisinaire rods: used to demonstrate grammar rules.
- Structures: help to achieve a good pronunciation and accuracy.
Should be silent as much as possible, thus encouraging learners to produce language.
Students move to freer speech.
- Cuisenaire rods: color charts and pieces of different lengths.
- Repetitions and drills.
Learning through problem solving fosters creativity, intelligence and long-term memory. Also, teaching is subordinated to learning.
- It is a harsh method for the students, other materials should be introduced and minimum help on the part of the teacher.
- It is based on repetitions and on structuralism.

6. Types of didactic materials
Suggestopedia
The context
Its principles
The role of teachers
The role of students
Types of didactic materials
Strengths
Weaknesses
Personal project of the Bulgarian psychiatrist and educator Georgi Lozanov (during the 1960s). It has the influence of the World War II.
The non-rational or non-conscious elements, (which are harnessed and redirected to enhance learning).
Teachers present content in a different way: with music.
Learners absorb material in three different orchestrated ways, they begin decoding and then they move on to free and more creative sessions.
Elements like music, decoration, rhythm, furniture or the arrangement of the classroom.
-Use of music was spread with this approach –Positive use of music (facilities personal relations…)
Lack of scientific support carried harsh critics.

7. Types of didactic materials
Content-based instruction
The context
Its principles
The role of teachers
The role of students
Types of didactic materials
Strengths
Weaknesses
CBI has its origin in Canada.
Focus on real communication.
On-arrival programs: designed to help immigrants to acquire the language of their new country.
Development of immersion programs.
The subject matter content is used for language teaching purposes.
Language iss learned better when it is used as a medium to convey content.
Increase the exposure to the FL.
Vocabulary is acquired with contextual clues.
Balanced focus on fluency and accuracy.
The teacher scaffolds the linguistic content,.
The teacher provide language support for students to work with authentic subjects matter.
Learner-centered class.
Students are active.
Involve co-operation with peers, experimental tasks, or project-based activitie.s
Meaningful and real materials for students.
Teaching materials can be native materials or they can be adapted to the learner’s level.
Language ia learned in a natural way.
Learnerss perecieve the relevance of the language use, so they are motivated.
Reflects the interests and needs of the learner.
Some students may have difficulties .

8. CBI The contemporary models of CBI: THEME-BASED MODEL SHELTERED MODEL
ADJUNCT MODEL
SKILLED-BASED MODEL
specific topics where the language is subordinated to the general theme. This can be taught by a single teacher or by two teachers and they work all communicative skills while the module is taught.
is addressed to learners with a lower competence of the foreign language and the teacher is normally a content specialists who modifies the language and the content.
two simultaneous courses are taught, one language course and one content course.
focuses on a main skill, for example writing, and students work on this skill writing reports, essays, summaries, critiques

9. Types of didactic materials
Task-based method
The context
Its principles
The role of teachers
The role of students
Types of didactic materials
Strengths
Weaknesses
The Bangalore Project (Bangalore Communicational Teaching Programme) in India. It was established by N.S. Prabhu in 1979 and formed the basis of his Second Language Pedagogy.
Build around a syllabus which contained a series of task in the form of problem-solving activities.
Grammar is constructed through a focus on meaning.
Focuses on the input and the cognitive processing.
The teacher acts as a coach or a motivator together with his teaching role.
Students are active.
Build their own knowledge.
The best activities were “reasoning-gap” activities, which involve deriving new information from given information through processes of deduction, reasoning, etc.
Gives opportunities for authentic and meaningul interaction.
Enhance cognitive development.
No rationale exists for the syllabus content.
Grading and sequencing of tasks appear arbitrary and the syllabus does not address specific language acquisition issues.

10. Types of didactic materials
CLIL
The context
Its principles
The role of teachers
The role of students
Types of didactic materials
Strengths
Weaknesses
CLIL was being designed by a group of experts of the European Commission around 1976, trying to find a methodology that would help students to fluently communicate in English.
The subject matter content is used for language teaching purposes.
One teacher to teach language and content.
Language is learned better when it is used as a medium to convey content.
Increase the exposure to the FL.
Balanced focus on fluency and accuracy.
The teacher scaffolds the linguistic content,.
The teacher provides language support for students to work with authentic subjects matter.
Learner-centered class.
Students are active.
Involve co-operation with peers, experimental tasks, or project-based activities.
Meaningful and real materials for students.
Teaching materials can be native materials or they can be adapted to the learner’s level.
Language ia learned in a natural way.
Learnerss perecieve the relevance of the language use, so they are motivated.
Reflects the interests and needs of the learner.
Some students may have difficulties .

11. CBI and CLIL are often used as synonyms, though there are some differences between them (Richards and Rodgers, 2014):
1. Origin
CBI has its origin in Canada, where educators had to look for a solution to solve the situation of French speaking learners involved in English speaking schools and vice versa. However, CLIL was being designed by a group of experts of the European Commission around 1976, trying to find a methodology that would help students to fluently communicate in English.
2. Approach to teaching content
Both CBI and CLIL focus on content but they approach it differently because in CBI there are normally two teachers working together, a language teacher and a content teacher, whereas CLIL requires just a teacher who is able to teach a given subject not in English but through English.

12. Similarities between CBI and CLIL: