Robert gave a nice rundown of some terms that are thrown around a lot in language circles. Below he explains these terms to Chris, who right now is the kid enjoying challenging the emperors on their clothes or lack thereof as he works on a master’s thesis comparing terms like the ones below to what we do in comprehension based instruction. My favorite one below is Notional-Functional:
Robert explains:
Traditional: methods ultimately based on the 18th-century model of teaching Latin, that is with an emphasis on presentation of formal grammar rules followed by primarily written exercises to solidify the understanding of the rules and translation of passages from a text (usually chosen because they contain the grammatical structure being studied). The most well known of the traditional methods is Grammar-Translation.
The premise for this is the belief that language study is an academic pursuit containing a set body of material to be mastered. Only after this body of material has been mastered can communication (defined as reading and translating texts) in the target language occur.
Eclectic: As the term implies, the eclectic* approach borrows from a number of different methods, approaches and strategies to create a highly individualized set of didactic activities. Depending on the knowledge base and care of the teacher, this approach may result in anything from a consistent and well-conceived approach to language instruction to a hodgepodge of conflicting (and even mutually exclusive) approaches and strategies that confuse students and actually delay language acquisition.
*Webster online dictionary: “composed of elements drawn from various sources”; “selecting what appears to be the best in various doctrines, methods or styles”
Personal observation: as noted above, the quality of the product in the Eclectic Approach depends entirely on the knowledge and ability of the individual teacher. There are some eclectic teachers who have crafted a solid program of instruction from a variety of elements. Unfortunately the majority of eclectic teachers are simply those who run from workshop to workshop (or book to book) grabbing the latest game, strategy or “trick” to throw willy-nilly into their instruction. An example of this is the use of games. I know a teacher who is a master at using games in instruction. She understands what type of game is input based and belongs as part of comprehensible input, what type of game is reinforcement of what has been acquired, and what type of game is really a form of assessment. She judiciously inserts a game here and there in a way that supports acquisition. Other teachers often go to workshops, grab a handout of a game and play it the next day simply to add “some fun” to their classes. This method of instruction is still pervasive in the American public school system.
Communicative Language Teaching: an approach that emphasizes interaction as both the means and goal of language study. In practice the concept of interaction has resulted in great stress being placed on output at an early stage in language acquisition. The Audio-Lingual Method, Notional-Functional Syllabus and Learning through Teaching are all methods that fall within the scope of Communicative Language Teaching. –Communicative Language Teaching may be contrasted with Comprehension-based Teaching (TPR, TPRS, other methods that emphasize understanding rather than production) and the Lexical Approach (which emphasizes learning commonly used structures as lexical units). Other: It would probably be wise to mention other methods and their place in language instruction, such as Direct (Berlitz) Method, Natural Approach, Silent Way, Suggestopedia, language immersion, TPR – to name a few.
Diane N. added this to the discussion:
Notional-Functional was a term that Helen Curtain used at that conference last week. I’d never heard it before then. She said it was a European-led move towards focus on communication instead of grammar.