Scott Thornbury – What's the latest teaching method?

As a speaker, I have the pleasure of traveling to various countries and meeting teachers from around the world. It is an exhausting but fulfilling experience that allows me to indulge in my hobby.

The speaker has a hobby of looking for old books about teaching and language. Recently, they visited a secondhand book market in Kiev and bought many books.

Discovering a Bookshop in Malta While exploring the streets of Valletta, I stumbled upon a small secondhand bookshop. Despite being more like a tourist shop now, they still had some old books. Among them was an undated book with basic design from the 1930s or 40s.

"Your Fingers on My Knife": An Unusual Phrase 'Your fingers on my knife' is an example of peculiar English phrases found in this old book. It's hard to imagine when someone would say that unless maybe it happened in Tokyo's subway!

Reflecting on Progress and Circularity Finding these old books reminds us how far we've come since their publication. However, despite our advancements, there is an argument to be made that we are going around in circles.

The speaker discusses their collection of language learning books and the value they find in them. They mention that these books are both amusing and informative, serving a serious purpose for language learning. The speaker also reflects on the long history of people learning second languages, particularly English.

The Evolution of Language Teaching Methods "Interesting English" is an outdated title for a book on language learning. Adjectives like "new", "scientific", and "effective" are commonly associated with the word method in the field of language teaching. In the past, there was a proliferation of methods to replace audio lingualism, but now there is a shift towards individualized approaches rather than one-size-fits-all methods.

"Post Method": Beyond Traditional Approaches In recent years, there has been discussion about moving beyond traditional language teaching methods. The concept of post method suggests that teachers should follow principles or parameters that cut across different methodologies instead of relying on specific off-the-shelf methods. However, some argue that teachers do not have the luxury to be post method due to external constraints such as mandated course books and exams.

The speaker discusses the methodology and principles behind a collection of books. The books are visually appealing and contain implicit teaching methods. Occasionally, explicit statements about the intended methodology can be found. One example is a picture dictionary series written by a woman in multiple languages.

"Relevance" is a key concept in effective teaching. Teachers should make an effort to connect the subject matter with students' own observations and experiences, as discussed by Sara Moses. Thora Goldschmidt also emphasizes the need for material to be relevant to learners' lives. This idea has been recognized since at least 1923, highlighting the enduring importance of good methodology in teaching.

"Language is not a sterile subject to be confined to the classroom." In 1956, there were two options: either bring life into the classroom or take the class out into real-life situations. The goal was always to make language learning relevant and authentic. While it may have been more challenging back then, technology now makes it easier than ever before.

"Don't let them make mistakes" was the prevailing mindset in teaching during the mid-20th century. Students were discouraged from speaking or writing anything they hadn't already heard or seen written by their teacher, for fear of making errors that could spread like a virus throughout the class.

In 1961, the idea that a teacher should be true to themselves and engage in real conversations with students was emphasized. This approach promotes authentic learning experiences where students can discuss meaningful topics.

In acquiring a commander structure in language learning, it is more effective to focus on reading, speaking, and writing rather than just hearing and studying explanations. Experiential skills-based learning emphasizes the importance of experiencing the language instead of simply learning about it.

Drilling is the key to language learning. A well-planned and lively drill helps in committing information to memory. While drilling still has a role, it may not be the only key anymore.

Language teaching should not be limited to books. Teachers should aim for a more interactive and engaging approach, especially when teaching juniors. Good ideas in language teaching have been around for a long time, so it's important to learn from the past and not overestimate our modernity.

"History of Methods" is a book that explores the recurring options in language teaching methods. These options are based on the same basic parameters but with different reconfigurations for each generation. The six dimensions of these options include views about language and second language learning, goals and objectives, types of syllabus, role of teachers, activities and procedures, and materials used. One dimension is the focus on either form (structure) or function (communication). Another dimension is whether the approach to learning language is analytic or experiential.

The pendulum of language study has oscillated between two approaches: a scholastic academic approach focused on analysis, and a more experiential approach. Each approach has its own goals.

The goals of second language learning have shifted between a focus on accuracy and communication. Initially, the emphasis was solely on accuracy, with an intense drilling approach to eliminate mistakes. However, after experiencing frustration with this method, the importance of communication became apparent. The introduction of a communicative approach brought relief and freedom to discuss any topic in the classroom without worrying about making errors.

Syllabuses can be categorized based on the systems they focus on, such as grammar, phonology, and lexis. They also include skills like reading, writing, listening, and speaking. There is a debate about whether syllabuses should be separate from the curriculum or integrated into other subjects.

An integrated curriculum involves the use of target language, role of teachers and learners, and materials. The relationship between teachers and learners can be seen in terms of cognitive and affective aspects.

Teacher as Transmitter vs Dialogic Approach The role of the teacher has evolved from being a transmitter of knowledge to adopting a more dialogic approach. In the transmissive model, teachers impart information and expect gratitude in return. However, in the dialogic approach, there is a reciprocal relationship between teachers and learners where knowledge is co-constructed. This shift challenges traditional teaching procedures.

Deductive vs Inductive Approaches "Deductive approaches" involve teaching rules first and then practicing them, while "inductive approaches" provide examples or corpus data for learners to work out the rule themselves before practice.

Role of First Language in Second Language Instruction There are two contrasting views on incorporating the first language into second language instruction: bilingual approaches allow both languages to be used in class while monolingual approaches exclude it due to potential interference with learning.

There are multiple options when it comes to choosing a teaching method, but they are not necessarily diametrically opposed. Teachers and educators understand the importance of balancing form-based approaches with meaning and functional language use in the classroom. While some may lean towards one extreme or another, most teachers would likely find themselves somewhere in between. The traditional grammar translation method is still widely used around the world, although it may limit other possibilities in the curriculum.

There are various methods of language teaching that focus on engagement and effectiveness. These include task-based learning, project-based learning, and activity-based learning. However, these methods can be seen as two extremes: the scholastic academic intellectual methods versus the natural experiential methods. Everything else is a combination of these two basic approaches. Despite this reconfiguration of language teaching frameworks, the term 'method' still persists in literature and continues to be discussed by teachers who are interested in exploring different approaches to teaching.

The book 'Thirty Teaching Methods' delves into the historical significance of various teaching methods and their relevance in today's education. The author briefly examines 30 different methods, highlighting key takeaways from each. The aim is to encourage educators to consider alternative approaches rather than being limited by a single method they have been trained in.

Methods, such as those discussed by Richards and Rogers in their comprehensive book on methods, provide teachers with a structure and framework for teaching. While methods should not be seen as strict prescriptions, they offer valuable practices that can be adapted to meet individual needs. Novice teachers especially benefit from having a structured approach initially. However, the key factor is not the method itself but rather the teacher's belief and commitment to it. The success of a method lies in how well the teacher projects their conviction and reflects upon its effectiveness.

"A bad curriculum well taught is invariably a better experience for students than a good curriculum badly taught." William Dylan emphasizes the significance of pedagogy over the content being taught. He argues that how things are taught is more important than what is being taught. This concept applies not only to curricula but also to teaching methods.

The Importance of Better Learning "Better learning" is not about finding the best method, but rather about teachers who are committed to teaching with conviction and passion. Reflective teachers constantly adapt their teaching based on their students' needs, while non-reflective teachers continue with ineffective methods. While we have gained more knowledge about language learning over time, there will never be black and white answers in education due to various variables. It is important for educators to take evidence seriously while maintaining flexibility.

Making Principles Explicit in Education Institutions should make their principles explicit through discussions and activities like joint syllabus writing or test writing. These exercises help clarify issues such as whether accuracy or fluency should be prioritized in testing, leading to a better understanding among educators within an institution.