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Working with a variety of approaches 
his chapter examines the diversity found in language teaching today, looking at three
traditional approaches to language teaching, four communicative approaches, and
three innovative approaches. Each approach is discussed in terms of its background,
distinguishing features, and the impact on Volunteers' clas
Think back to your own langua
in
te
successful. 
''There is no single acceptable way to go about teaching language today." This quote from Diane Larsen-
Freeman's writings on language teaching methodology sums up a major trend away from unity to diversity. 
There has been a growing realization that people learn in different ways, and that approaches which suit one 
person may not suit another. For example, some outgoing personalities love to experiment and can hardly 
wait for the
b
framework for their langua
s
Against this backdrop, teachers of English have concluded that no single approach or method is appropriate 
for all learning styles. A good lesson will therefore be one in which you use a smorgasbord of activities taken 
from a variety of sources. By varying your technique, you will give students of all styles the chance to shine 
some of the time. With this thought in mind, you can begin to appraise the language learning approaches 
used in the country in which you serve. Each approach has something to offer. Your task is to identify and 
exploit those elements. 
A
to judge when to switch techniques. At first you ma
s
Then, gradually as you get to know your students, you will find that you can sense when a class is tired, or 
confused, or in need of quiet time, or particularly interested. And you will find that you know when to dip into 
your repertoire of approaches, games and exercises to find the appropriate activity which suits the mood of 
your stu
The terms "method" and "approach" will be used interchangeably in this chapter. For example, the chapter 
refers to the Audio-lingual Method and the Communicative Approach. A number of different ways of 
distinguishing between methods and approaches have been proposed by experts in the field but the 
distinctions usually blur. Both deal with theory of the nature of language and language le
s
c
T
these ten. The approaches or methods are divided into: 
Traditional language teaching 
Direct Method 
Audio-lingual Method 
Communicative language teaching 
Communicative Approach 

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Total Physical Response 
Natural Approach 
Competency-Based Approach 
Innovative language teaching 
Silent Way 
Community Language Learning 
Suggestopedia 
In this chapter the comments on each of the ten approaches or methods are divided into three parts. First, 
ound. This section gives a short history of each method and will give you an 
ea of the developments in English language teaching over the past fifty years. Second, the section on 
istinguishing features highlights the special features of each method and approach. Third, the section on 
your classroom and your teaching concentrates on ideas in each method which may be 
elpful to you. This section owes much to conversations with TEFL Volunteers like yourself. These 
hing 
hose of you teaching English as a secondary project may find that your older students want to use the 
adult students. A fundamental principle in teaching is moving 
om the known to the unknown. In this case, it means taking into account your students' previous 
the 
itial stages. 
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reflects only one approach. As newcomers your role 
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