Book Report: Approaches and Methods in Language Teaching - Second Edition

Name: Isabelle Loura P. Francisco

Date: 12/02/2024

EDTE 502 - Second Language Acquisition

Introduction

For me, Approaches and Methods in Language Teaching by Jack C. Richards and
Theodore S. Rodgers has been an eye-opening journey into the evolution and application
of language teaching methodologies. The way the book is divided into three parts,
covering historical trends, alternative methods, and contemporary communicative
approaches, helped me see how far the field has come and how these changes connect to
my own teaching experiences. Each chapter felt like a thoughtful exploration of how
linguistic and psychological theories shape what we do in the classroom. In this essay, I
reflect on 10 key ideas that stood out to me, diving into their significance and how they can
make a difference in teaching. While I found the book comprehensive and insightful, I
couldn’t help but wish it had delved deeper into how technological innovations are
reshaping language teaching, as this is such a pressing and relevant part of my own
professional growth.

Chapter 1: A Brief History of Language Teaching

Quote: "Foreign language learning has always been an important practical concern.
Whereas today English is the world’s most widely studied foreign language, 500 years ago
it was Latin.” Page 3
Reflection: The shift from Latin to modern languages shows how education adapts to
societal needs. Latin’s decline reflects the rise of everyday languages in commerce and
governance. Similarly, English’s current dominance highlights the importance of teaching
practical communication skills. It also makes me wonder if another language might
challenge English, reminding me to stay flexible and adapt my teaching as the world
evolves.
Chapter 2: The Nature of Approaches and Methods in Language Teaching
Quote: "An approach is axiomatic. A method is procedural. A technique is
implementational." Page 19
Reflection: This framework helps me connect teaching theories to classroom practices.
It’s shown me the importance of grounding my techniques in solid principles, like using
role-playing to support communicative competence. Without this structure, it’s easy to rely
on disconnected activities that don’t meet students’ needs. It’s made me more intentional
in evaluating and adapting my methods to ensure they truly support learning goals.
Chapter 3: The Oral Approach and Situational Language Teaching
Quote: " Our principal classroom activity in the teaching of English structure will be the
oral practice of structures. This oral practice of controlled sentence patterns should be
given in situations designed to give the greatest amount of practice in English speech to
the pupil." Page 40
Reflection: This method’s focus on structured sentence practice aligns with how I help
students build confidence and accuracy. While repetition is useful, I’ve learned it’s
important to add open-ended tasks like role-playing to prepare students for real-life
conversations. Transitioning from structure to spontaneity has helped my students not just
learn English but use it confidently in unpredictable situations.
Chapter 4: The Audiolingual Method
Quote: "Dialogues and drills form the basis of audiolingual classroom practices. Dialogues
provide the means of contextualizing key structures and illustrate situations in which
structures might be used, as well as some cultural aspects of the target language." Page
59
Reflection: The Audiolingual Method’s use of dialogues and drills feels familiar because
I’ve seen how repetition helps beginners build confidence and accuracy. However, I’ve
noticed that over-reliance on drills can limit adaptability. To address this, I pair structured
practice with creative tasks like role-playing, helping students use language more flexibly
and confidently in real-life situations.
Chapter 5: Total Physical Response (TPR)
Quote: "Total Physical Response (TPR) is a language teaching method built around the
coordination of speech and action; it attempts to teach language through physical (motor)
activity. Developed by James Asher, it reflects a grammar-based view of language, where
the verb in the imperative is central to language use and learning" Page 73
Reflection: Total Physical Response (TPR) is a method, I’ve enjoyed using because it
makes learning active and engaging, especially for beginners. By pairing speech with
physical actions, it helps students quickly grasp and retain language, making lessons fun
and interactive. For example, teaching commands like “stand up” or “turn around”
becomes a game that students love. While its focus on basic commands is somewhat
limited for advanced learners, I use TPR as a foundation and then transition to more
complex activities like storytelling. TPR reminds me of the value of movement in making
lessons both memorable and effective.
Chapter 9: Whole Language Approach
Quote: "The Whole Language movement is strongly opposed to approaches that teach
language in separate components, arguing instead that language should be taught as a
'whole.' It emphasizes real communication and reading and writing for pleasure and
meaning-making, integrating all skills such as reading, writing, listening, and speaking in a
natural and holistic way." Page 108-109
Reflection: The Whole Language Approach aligns with my belief in teaching language as
a connected system. Instead of isolating skills like grammar or vocabulary, I’ve seen how
integrating reading, writing, listening, and speaking creates a more meaningful learning
experience. For example, when students read a story and discuss or write about it, they
naturally develop multiple skills while finding personal meaning. This approach inspires me
to design lessons that go beyond mechanics and encourage authentic communication and
self-expression.
Chapter 10: Multiple Intelligences
Quote: "Multiple Intelligences (MI) refers to a learner-based philosophy that characterizes
human intelligence as having multiple dimensions that must be acknowledged and
developed in education. Gardner posits eight native ‘intelligences’—linguistic, logical/
mathematical, spatial, musical, bodily/kinesthetic, interpersonal, intrapersonal, and
naturalist—each of which can be developed through practice and training." Page 115-116
Reflection: The concept of Multiple Intelligences has reshaped how I design lessons,
helping me recognize and value the diverse strengths of my students. Some excel through
movement or music, while others thrive in group discussions or reflective tasks. For
example, I might use songs for musical learners or visuals for those with strong spatial
intelligence. This approach challenges me to create inclusive, engaging lessons that
connect with each student in meaningful ways, fostering both their confidence and
success.

Chapter 13: Competency-Based Language Teaching

Quote: "Competency-Based Education (CBE) by comparison is an educational movement
that focuses on the outcomes or outputs of learning in the development of language
programs. CBE addresses what the learners are expected to do with the language,
however they learned to do it. The focus on outputs rather than on inputs to learning is
central to the competencies perspective." Page 141
Reflection: Competency-Based Language Teaching resonates with my focus on practical,
outcome-driven learning. I appreciate how it emphasizes what learners can do with the
language, which aligns with real-world needs. In my teaching, I’ve seen the value of
designing tasks that build specific skills, like writing an email or giving a presentation,
ensuring students leave with tangible, applicable abilities. This approach reminds me to
prioritize measurable progress, making lessons both purposeful and impactful.

Chapter 14: Communicative Language Teaching (CLT)

Quote: "Communicative Language Teaching is best considered an approach rather than a
method. It refers to a diverse set of principles that reflect a communicative view of
language and language learning and that can be used to support a wide variety of
classroom procedures. These principles include learners learn a language through using it
to communicate; authentic and meaningful communication should be the goal of
classroom activities; fluency is an important dimension of communication; communication
involves the integration of different language skills; learning is a process of creative
construction and involves trial and error." Page 172
Reflection: Communicative Language Teaching aligns closely with my teaching
philosophy, emphasizing real communication and fluency. I’ve seen how students learn
best when they use language in meaningful ways, like role-playing real-life scenarios or
solving problems together. This approach encourages creativity and integrates skills,
making lessons dynamic and engaging. It reminds me to focus not just on accuracy but on
giving students the confidence to communicate, even if they make mistakes.Chapter 17:
Content-Based Instruction (CBI)
Quote: " Content-Based Instruction refers to an approach to second language teaching in
which teaching is organized around the content or information that students will acquire,
rather than around a linguistic or other type of syllabus. It emphasizes using the language
as a means of acquiring information, rather than learning language items as an end in
themselves" Page 204
Reflection: Content-Based Instruction resonates with my approach to making language
learning purposeful. Organizing lessons around meaningful content allows students to
learn language naturally while focusing on interesting topics. For example, using articles
about global issues engages students while teaching vocabulary and grammar in context.
This method reminds me to prioritize meaningful communication over isolated language
practice, ensuring students see the value of what they’re learning.
Chapter 18: Task-Based Language Teaching (TBLT)
Quote: "Task-Based Language Teaching proposes the notion of 'task' as a central unit of
planning and teaching. Tasks are activities which have meaning as their primary focus.
Success in tasks is evaluated in terms of achievement of an outcome, and tasks generally
bear some resemblance to real-life language use." Page 224
Reflection: Task-Based Language Teaching aligns with my focus on practical, real-world
learning. Using tasks with meaningful outcomes, like planning a trip or writing a job
application, engages students and makes lessons more relevant. I’ve seen how this
approach builds confidence as students use language for authentic purposes. It reminds
me to prioritize activities that mirror real-life situations, ensuring students are well-prepared
for communication outside the classroom.

Conclusion

For me, Approaches and Methods in Language Teaching by Jack C. Richards and
Theodore S. Rodgers has been a transformative resource. It not only deepened my
understanding of the evolution of language teaching methodologies but also challenged
me to reflect on my own teaching practices. The exploration of methods like the
Audiolingual Method and Communicative Language Teaching resonated with my
experiences in the classroom, particularly the need to balance accuracy with fluency. I
found the emphasis on holistic approaches, such as Multiple Intelligences, inspiring as it
reinforced the value of inclusivity and tailoring lessons to meet the unique needs of my
students. The book’s clear framework of approach, method, and technique gave me a
practical lens through which to evaluate and adapt my teaching strategies. While I
appreciated the depth and breadth of the content, I wished for more on how technology
can complement these methods, as it’s increasingly shaping my teaching context. Overall,
this book has been a guiding light, empowering me to be more reflective and intentional in
my journey as an educator.