1. ESL METHODOLOGY
A presentation by Elena Chiaburu

2. What is language teaching methodology?
Instructional design features
Theories of language learning
Observed teaching practice
The link between theory and practice
A whole complex of elements

3. Theories of language learning
NEUROLOGICAL
INTERDEPENDENCE
SOCIOLINGUISTIC
MONITOR MODEL
TRANSFER
INTERDEPENDENCE
BEHAVIORISM
COGNITIVE
AFFECTIVE
COMMUNICATIVE COMPETENCE

4. Design Features The design features might include: Stated objectives
Types of activities
Roles of teachers, learners, materials
Syllabus specifications

5. Definitions METHOD: APPROACH: TECHNIQUES:
A systematic set of teaching practices based on a particular theory of language and language learning.
Fixed teaching system with prescribed techniques and practices.
A group of related assumptions.
Language teaching philosophy that can be interpreted and applied in a variety of different ways in the classroom.
APPROACH:
TECHNIQUES:
A way (how) to implement the method.

6. ESL Methods--Timeline
The Grammar Translation Method
1950s: Situational Language Teaching (UK)
Audiolingualism (USA)
Variety of methods: Silent way, Suggestopedia, Community Language Learning, TPR
1970s-1980s: More interactive views of language teaching--Communicative Language Teaching

7. COMMUNICATIVE LANGUAGE TEACHING (CLT)
PRINCIPLES:
Learners learn the language through using it to communicate
Authentic and meaningful communication should be the goal of classroom activities
Fluency is an important dimension of communication
Communication involves the integration of different skills
Learning is a process of creative construction and involves trial and error
SOURCE: Theodore S. Rodgers, Language Teaching Methodology

8. Communicative Language Teaching inspired a number of approaches that share the same principles, but envision instructional practices in diverse ways:
THE NATURAL APPROACH
COOPERATIVE LEARNING
CONTENT-BASED TEACHING
TASK-BASED TEACHING

9. The future of the ESL Methodology
Carrying on and refining current trends
PREDICTIONS: OR
“Science-fiction” visionaries:
Teacher/Learner collaboration
Method synergistics
Curriculum developmentalism
Content-Basics
Multiintelligencia
Total Functional Response
Strategopedia
Lexical Phraseology
O-zone Whole Language
Full-Frontal Communication

10. The future of ESL Methodology
METHOD SYNERGISTICS:
crossbreeding elements from various methods into a common program of instruction
“disciplined eclecticism”
TEACHER/LEARNER COLLABORATION:
matchmaking techniques
via on-line computer networks
CURRICULUM DEVELOPMENTALISM:
The curriculum perspective comes from general education and views successful instruction as an interweaving of knowledge, instructional methodology, learner, and administrative considerations.

11. The future of ESL Methodology
CONTENT-BASICS:
Content-based instruction assumes that language learning is a by-product of focus on meaning, on acquiring content.
MULTIINTELLIGENCIA: an approach based on multiple intelligences theories.
TOTAL FUNCTIONAL RESPONSE: New leads in discourse and genre (report, procedure, explanation, exposition, recount) analysis, schema theory, pragmatics, and functional grammar rekindle an interest in functionally based approaches to language teaching.

12. The future of ESL Methodology
STRATEGOPEDIA (Learning to learn): focus on language learning strategies for learning, thinking, planning, and self-monitoring.
LEXICAL PHRASEOLOGY: Language teaching should center on memorized lexical patterns and the way they can be pieced together

13. The future of ESL Methodology
O-ZONE WHOLE LANGUAGE: “Focus on form” proposals assume that students will learn only what they are aware of.
FULL-FRONTAL COMMUNICATIVITY:
Instructional focus is on the non-linguistic aspects of communication, including rhythm, speed, pitch, intonation, tone, and hesitation phenomena in speech and gestures, facial expression, posture, and distance in non-verbal messages.

14. Lev Semenovich Vygotsky
“In general, any fundamentally new approach to a scientific problem inevitably leads to new methods of investigation and analysis. The invention of new methods that are adequate to the new ways in which problems are posed requires far more than a simple modification of previously accepted methods.”
Lev Semenovich Vygotsky