History of English Language Teaching (ELT)
The history of English Language Teaching (ELT) traces the development of different methods and approaches used to teach English across centuries. ELT evolved gradually based on linguistic theories, psychology, learning needs, colonial expansion, and global communication demands.
1. Early Foundations (Before 19th Century)
Before modern ELT methods, language teaching was influenced by:
- Classical Latin & Greek teaching traditions
- Memorization of grammar rules
- Translation of literary texts
- Recitation and imitation
These practices created the foundation for the first formal ELT method: the Grammar Translation Method.
2. Grammar Translation Method (GTM) — 18th–19th Century
- Oldest formal method of teaching English
- Focus on grammar rules, vocabulary lists, translations
- Used mainly for reading and writing
Features
- Teacher-centered
- Based on memorization
- L1 (mother tongue) used heavily
- Little focus on speaking or listening
Weaknesses
- No real communication skills
- Students learn about the language, not how to use it
3. Direct Method — Late 19th Century
The Direct Method emerged as a reaction to GTM. It emphasized natural learning similar to how children learn their first language.
Features
- No translation
- No use of mother tongue
- Focus on spoken English
- Grammar taught inductively
- Real-life objects used for teaching
Limitations
- Difficult to use in large classes
- Requires highly trained teachers
- Costly resources
4. Structural (Situational) Approach — Early 20th Century
Developed in Britain, based on the belief that language is a system of structure. Students learn English through meaningful situations.
Features
- Focus on structures in real-life situations
- Oral practice first
- Drills and pattern practice
5. Audio-Lingual Method (ALM) — 1940s–1950s
ALM was influenced by Behaviorism (stimulus–response learning) and Structural Linguistics. Used widely during World War II for rapid language learning.
Features
- Repetition drills
- Memorization of dialogues
- Pronunciation practice
- Habit formation
- Teacher-centered
Criticism
- Too mechanical
- Neglects creativity
- Students may speak fluently but incorrectly
6. Cognitive Approach — 1960s
Influenced by Noam Chomsky’s criticism of Behaviorism. Emphasized mental processes in learning.
Features
- Language learning is rule-based
- Understanding is important, not memorizing
- Focus on meaningful learning
7. Communicative Language Teaching (CLT) — 1970s
A major turning point in ELT. CLT focuses on communication, fluency, interaction and real-life use of English.
Features
- Meaning > Structure
- Focus on fluency and accuracy
- Group work, pair work, role play
- Authentic materials
- Teacher as facilitator
8. Post-Communicative Approaches — 1980s–Present
- Task-Based Language Teaching (TBLT) Students perform tasks to develop communication.
- Content-Based Instruction (CBI) Language taught through academic subjects.
- Natural Approach Emphasis on low anxiety, natural communication.
- Lexical Approach Focus on word combinations and chunks.
- Eclectic Approach Teacher selects methods based on learner needs.
- Blended / Online learning Integration of digital tools, apps and multimedia.
9. Summary of Historical Development
| Period | Method / Approach | Focus |
|---|---|---|
| 18th–19th Century | Grammar Translation | Reading, Writing, Grammar |
| Late 19th Century | Direct Method | Speaking, Listening, Inductive Grammar |
| Early 20th Century | Structural Approach | Situational Dialogue |
| 1940s–1950s | Audio-Lingual Method | Drills, Habit Formation |
| 1960s | Cognitive Approach | Mental Processing |
| 1970s | Communicative Language Teaching | Real Communication |
| 1980s–Present | Task-Based, Lexical, Natural Approach | Fluency, Real Use, Learner Needs |
10. Conclusion
The history of ELT shows a clear shift:
Rules → Structures → Drills → Communication → Meaningful Use → Learner-Centered Approaches
Modern ELT combines the strengths of all earlier methods to meet diverse learning needs in a globalized world.
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