1.1 There is an emphasis on teacher-centered rules and
structure of the target language. This approach believes
that for students to learn their second language, they
must memorize the language rules and the sentence
patterns in a sequences and methodological curriculum.
220.127.116.11.1 The teacher first presents the language rules to
the students. Students then memorize a
vocabulary list. Finally, the students apply the
language rules and memorized vocabulary to
translating a written text. This method focuses
mostly on grammatical accuracy skills instead
18.104.22.168.1 This method focuses on the direct
immersion into a student's second
language. During this method, teachers
model and students practice. The
students are not allowed to use their
first language. Vocabulary is taught in
context through choral responses and
dialogue. Objects, photographs, diagrams,
and drawings are often used.
22.214.171.124.1 The audiolingual method presented dialogue
and pattern drills that were designed to
develop grammatical structures and
vocabulary in a sequenced manner. During
this method, there is a minimal use of the
student's first language. This method
emphasizes drills, repetitive practice, and
2.1 This approach is student-centered,
and places an emphasis on
communication and meaningful
acquisition of knowledge.
126.96.36.199.1 The students are presented with different
linguistic situations in which they are to observe
and then describe the their second language,
focusing on the actions that they witnessed.
188.8.131.52.1.1 The student's first language is not
used. The teacher models, talks, and
reinforces through plenty of repetition
and signals. This method is seldom
184.108.40.206.1 This method stresses comprehensible input.
There is minimal error correction. The student
is allowed to use their first language, and it is
not necessarily content-based.
220.127.116.11.1 In this method there is an emphasis
on a relaxed physical setting, minimal
error correction, and students are
allowed to use their first language for
18.104.22.168.1 This method emphasizes second
language development. There is
a focus on language and
content integration, and subject
areas are integrated into
22.214.171.124.1 This method includes a grade-level
modified curriculum, the teacher
provides scaffolded instruction, plenty
of visuals and cooperative learning are
3.1 This approach is learner-centered. The focus is
on the explicit teaching of learning strategies
in communicative ways.
3.1.1 CALLA (cognitive academic language learning approach)
126.96.36.199 Includes developmentally appropriate
language instruction and has a focus on
CALP development in a student's first and
188.8.131.52.1 This method focuses on prior knowledge.
184.108.40.206.1.1 There is explicit instruction in metacognitive,
cognitive, and social/affective learning