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1500
Latin Grammar
Main exponents:
Roger Aschman and Montaigne who made specific proposals to reform the curriculum and change the way Latin was taught. -
Period: 1501 to
Grammar school
In English primary schools, children received a rigorous introduction to Latin grammar, which was taught by rote learning the grammar rules and sometimes with the use of parallel bilingual texts and dialogues. -
1502
Motaigne Learning
Montaigne described how he was entrusted to a tutor who addressed him exclusively in Latin during the first years of his life, since his father wanted him to speak Latin well. -
1503
Communicative approach
The audiolinguial method and the situational method emerged, both replaced by the communication approach. Other methods took place including Silent Path, Natural Approach, and Total Physical Response. -
1504
Teaching metodology
The different teaching approaches and methods that exist, although different in terms of objectives, assumptions, have in common the belief that if language learning is to be improved, it will come through changes and improvements in teaching methodology. -
Educational system
In Europe, the educational system was formed around a concept called faculty psychology, which said that the body and the mind were separate and the mind consisted of three parts: the will, the emotion and the intellect. -
T. Prendergast
Englishman T. Prendergast was one of the first to record the observation that children use contextual and situational cues to interpret expressions and that they use memorized phrases and "routines" when speaking. He proposed the first "structural syllabus", advocating that students be taught the most basic structural patterns that occur in the language. -
F. Gouin
F. Gouin is the leading reformer of this century, who developed an approach to teaching a foreign language based on his observations of children's use of language. He claimed that language learning was facilitated by using language to perform events that consist of a sequence of related actions. -
L. Sauveur
Lambert Sauveur stood out at this time as he used intensive oral interaction in the target language, employing questions as a way to present and elicit the language. -
Period: to
Grammatical translation method
Grammar translation dominated the teaching of European and foreign languages and, in modified form, is still widely used in some parts of the world today. -
Henry Sweet
Henry Sweet argued that sound methodological principles must be based on a scientific analysis of language and a study of psychology. -
Wilhelm Vietor
In Germany, prominent scholar Wilhelm Vietor used linguistic theory to argue that training in phonetics would allow teachers to pronounce the language accurately. -
Period: to
The direct method
Opposition to the grammatical translation method gradually developed in several European countries. This Reform Movement, as it was called, laid the foundations for the development of new forms of language teaching and sparked controversies that have continued to this day. -
Morphology and syntax
The Texbook compilers hard-coded the frozen rules of morphology and syntax from the introduction to extensions. Audiolinguism and situational language teaching went out of style. -
Direct method
The use of the direct method in France and Germany was gradually modified into versions that combined some techniques of the direct method with more controlled grammar-based activities. -
New approaches
Content-based instruction and task-based language teaching emerged as new approaches to language teaching, as did movements like competency-based instruction that focus on learning outcomes rather than teaching methods. -
Synclar hypothesis
In his famous "idiomatic principle", Sinclair also underlines the important role that idiomatic expressions (that is, sequences of formulas) play in speech. -
21st Century
The 4Cs are the main characteristic of this century -Communication -Critical thinking -Creativity -Collaboration
