Language Teaching Methodology: An introduction

Language Teaching Background

Language teaching came into its own as a profession in the last century. Parallel with the emergence of this phenomenon (LT) was the emergence of the concept of "methods" of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the search for better methods was a preoccupation of teachers and applied linguists throughout the 20th century.

Defining Methodology

Traditionally, a distinction has been drawn between syllabus design and methodology: the former concerning itself with the selection and grading of linguistic content, the latter with the selection and sequencing of learning tasks and activities. In other words, syllabus design is concerned with what, why and when; methodology is concerned with how.

In the Longman Dictionary of Applied Linguistics, methodology is defined as follows:

(1) … the study of the practices and procedures used in teaching, and the principles and beliefs that underlie them.

Methodology includes:

(a)    the study of the nature of Language Skills (e.g. reading, writing, speaking, listening) and procedures for teaching them.

(b)   The study of the preparation of Lesson Plans, materials, and textbooks for teaching language skills.

(c)    The evaluation and comparison of language teaching Methods.

(2) such practices, procedures, principles, and beliefs themselves.

A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction, which include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked to actual teaching and learning practices. This whole complex of elements defines language teaching methodology. (see slide 2)

Language Policy

One definition of Policy: “A definite course or method selected from among alternatives and in light of given conditions to guide and determine present and future decisions.”   

Language Policy has to do with decisions (rules, regulations, guidelines) about the status, use, and domains of language(s) and the right of speakers of the language(s) in question.

Many countries have a language policy designed to favor or discourage the use of a particular language or set of languages. Although nations historically have used language policies most often to promote one official language at the expense of others, many countries now have policies designed to protect and promote regional and ethnic languages whose existence is threatened.

Overview

Language planning refers to deliberate efforts to influence the behavior of others with respect to the acquisition, structure, or functional distribution of language. Typically it will involve the development of goals, objectives and strategies to change the way language is used. At a governmental level, language planning takes the form of language policy. Many nations have language regulatory bodies which are specifically charged with formulating and implementing language planning policies.

The term 'language planning' has often been identified with a third world context, being seen as a tool for the establishment of standardized national languages as a part of modernisation and nation building. On the other hand, generally speaking, language planning in what relates to education takes the form of Curriculum design at the level of ministries of education. (see slide 3)

Curriculum Design (see slide 4)

1.   Government’s decisions regarding teaching English e.g. number of hours/years or starting year.

2.   A whole department in the ministry dealing with program planning.

3.   Books, tapes, CDs…

Giving information, methods, classroom management, evaluation, etc.

Dimensions of language planning

Language planning can be divided into three sub-dimensions:

² Corpus planning refers to intervention in the forms of a language. This may be achieved by creating new words or expressions, modifying old ones, or selecting among alternative forms. Corpus planning aims to develop the resources of a language so that it becomes an appropriate medium of communication for modern topics and forms of discourse, which caters for the terminology needed for use in administration, education, etc. Corpus planning is often related to the standardization of a language, involving the preparation of a normative orthography, grammar, and dictionary for the guidance of writers and speakers in a speech community. Efforts at linguistic purism and the exclusion of foreign words (linguistic protectionism) also belong to corpus planning.

² Status planning refers to deliberate efforts to allocate the functions of languages within a speech community. It involves status choices, making a particular language or variety an 'official language[1]', a 'national language', etc. Often it will involve elevating a language or dialect into a prestige variety, which may be at the expense of competing dialects.

² Acquisition planning concerns the teaching and learning of languages, whether national languages or second and foreign languages. It involves efforts to influence the number of users and the distribution of languages, achieved by creating opportunities or incentives to learn them. Acquisition planning is directly related to language spread. While acquisition planning is normally the area of national, regional, or local governments, bodies such as the British Council, and Alliance Française are also very active internationally promoting education in their respective languages.