Language pedagogy

Language pedagogy may take place as a general school subject, in a specialized language school, or out of school with a rich selection of proprietary methods online and in books, CDs and DVDs. There are many methods of teaching languages. Some have fallen into relative obscurity and others are widely used; still others have a small following, but offer useful insights.

There are three principal views:

In the late 1800s and most of the 1900s, language teaching was usually conceived in terms of method. In seeking to improve teaching practices, teachers and researchers would typically try to find out which method was the most effective. However, method is an ambiguous concept in language teaching, and has been used in many different ways. According to Bell, this variety in use "offers a challenge for anyone wishing to enter into the analysis or deconstruction of methods".

In 1963, University of Michigan Linguistics Professor Edward Mason Anthony Jr. formulated a framework to describe various language teaching methods, which consisted of three levels: approach, method, and technique. According to Anthony, "The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach." His concept of approach was of a set of principles or ideas about the nature of language learning which would be consistent over time; "an approach is axiomatic". His method was more procedural; "an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach." Finally, his concept of technique referred to the actual implementation in the language classroom; "a particular trick, stratagem, or contrivance used to accomplish an immediate objective." He saw techniques as being consistent with a given method and by extension, with a given approach.

A method is a plan for presenting the language material to be learned and should be based upon a selected approach. In order for an approach to be translated into a method, an instructional system must be designed considering the objectives of the teaching/learning, how the content is to be selected and organized, the types of tasks to be performed, the roles of students and the roles of teachers. A technique is a very specific, concrete stratagem or trick designed to accomplish an immediate objective. Such are derived from the controlling method, and less-directly, with the approach.

Anthony's framework was welcomed by the language teaching community when it was introduced, and it was seen as a useful way of classifying different teaching practices. However, it did not clearly define the difference between approach, method, and technique, and Kumaravadivelu reports that due to this ambiguity there was "widespread dissatisfaction" with it. Anthony himself recognized the limitations of his framework, and was open to the idea of improvements being made to it.

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