Monday, August 10, 2015
Every few years, it seems, somebody comes up with a new approach to language teaching, a new methodology with certain strategies that will save the language-teaching world and make teaching and learning a language a total joy without anything laborious required to accomplish the goal. Well, during my 35 years plus of language teaching, I saw my fair share of these approaches and methodologies. None of them was perfect, of course. They all contained good strategies, but they had bad or impractical strategies as well. It didn’t take me too many years to realize that the best approach for me, at any rate, was to pick and choose, borrow and adapt strategies from all sorts of ways to teach and learn a language – in other words, to go eclectic. At the same time, when thinking about techniques I’d often used that got the job done, I always kept in mind that old adage, “If it ain’t broke, don’t fix it.” So just because something was supposedly new, that didn’t mean I had to forego something tried and true and replace it with what was now in vogue. Unfortunately, I think that was what many teachers actually did.
There are two things I think worth discussing from the ELT “days of yore” that I hope many of you will keep in mind and use in your teaching approaches if you’re comfortable with them. For the most part, they’re oral/listening comprehension activities.
This approach was developed by Christina Bratt Paulston and Mary Newton, two early leaders in the field of ELT.
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