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Period: 1501 to
Sixteenth Century
- Latin was the world´s most studied foreign language. It was the dominant language of education, commerce, religion and government in the Western world.
- French, Italian and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication
- Children entering "grammar school" in the sixteenth, seventeenth and eighteenth centuries in England were initially given a rigorous introduction to Latin grammar
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Period: to
Seventeenth Century
Study of classical Latin: An analysis of the grammar of Latin became the model for foreign language study. -
Period: to
Eighteenth Century
- Modern languages began to enter the curriculum of European schools. The students were taught using the same basic procedures that were used for teaching Latin.
- Frenchman C. Marcel referred to child language learning as a model for language teaching. He proposed that reading should be taught before other skills.
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Period: to
Nineteenth Century (Part 1) / Reform - Direct movement
- German Franke said that a language could be best taught by using it actively in the classroom. He also said that teachers must encourage the spontaneous use of the foreign language, then, they would be able to induce rules of grammar. (Direct method)
- The International Phonetic Alphabet (IPA) was designed to enable the sounds of any language to be accurately transcribed. One of the goals of the association was to improve the teaching of modern languages. (Reform method)
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Period: to
Nineteenth Century (Part 2)
- A book consisted of chapters organized around grammar points. Each grammar point was listed, rules on its use were explained, and it was illustrated by sample sentences.
- Seidenstücker published a book which he divided into two parts. One giving the rules, the other giving French sentences for translation into German and vice versa. -Textbooks compilers were mainly determined to codify the foreign language into rules of morphology and syntax to be explained and memorized.
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Period: to
Nineteenth Century (Part 3) / Direct - Translation - Reform movement
-Europeans created a demand for oral proficiency in foreign languages.
-Sauveur used oral interaction in the target language, employing questions as a way of presenting language. (Direct method)
-Grammar - translation method dominated European and foreign language teaching and it continues to be used in the world.
-Viëtor used Linguistic theory. He said that training in phonetics would enable teachers to pronounce the language accurately. (reform movement) -
Period: to
Twentieth Century
-The popularity of the direct method in Europe caused foreign language specialists in the U.S.A to attempt to have it implemented in American schools and colleges. -
Twentieth Century (event)
- The use of the direct method in non-commercial schools in Europe had consequently declined.
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Period: to
British Approach
Applied linguistics systematized the principles proposed earlier by the Reform Movement and so laid the foundations for what developed into the British approach to teaching English as a foreign language. -
Twentieth Century - Translation method Stern
"The first language is maintained as the reference system in the acquisition of the second language". Language learning consists of little more than memorizing rules and facts in order to understand and manipulate the morphology ans syntax of the foreign language -
Twentieth Century - Translation method Howatt
The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language. Accuracy is emphasized. Students are expected to attain high standards in translation, because of the high priority attached to meticulous standards of accuracy and it was a prerequisite of formal written examinations that grew up during the century. -
Period: to
Twentieth First Century (Part 1)
The 21st century skills can be summarized by the 4Cs:
- Communication: Perform independently and with groups in a highly
technologically advanced atmosphere
- Critical Thinking: Be ready for daily, global interaction
- Creativity and innovation: Be cable of adaptive, flexible and
creative thinking
- Collaboration: nderstand how to plan for, build, and include
collaboration with peers who are colleagues and experts in the
field. -
Period: to
Twentieth First Century (Part 2)
Teacher must:
-Be knowledgeable in discipline
-Show enthusiasm
-Emphasize concepts and critical thinking
-Encourage questions from students Strategies:
-Clarifying/Verifying
-Guessing / Inductive Inferencing
-Deductive Reasoning
-Practice
-Memorization
-Monitoring Cognitive Learning Strategies