Least Appealing Teaching Methods

So far this week, throughout our discussions together, the members of our class have pointed out and discussed reasons they dislike the Grammar-Translation Method and the Audio-Lingual Approach in particular.

Since we certainly don't want the guy in this image to be the result of our grammar lesson, a reflective discussion of these methods and why they are disliked is warranted.

Grammar-Translation:
Some of my colleagues and I wrote about the grammar-translation method and how it lacks an attention to the development of language skills for the purpose of authentic communication.  The method focuses on reading and some writing, but mainly neglects speaking and listening.

Several of the discussion participants brought up excellent points that this method is well-known in the world of language learning and teaching and may be THE expectation for learners about how they will be learning language.  They may think other approaches are incorrect or will not properly prepare them for the use of the language.  Of course, we should always take a learner's background and preferred learning styles into consideration when planning our lessons, in order to meet their needs and wants.

Audio-Lingual:
My colleagues expressed several reasons for their dislike of the audio-lingual approach.  Restrictions on students, level of teacher control, and the use of boring, repetitive drills were main reasons mentioned.

However, as was in the case of the grammar-translation method, some participants shared positive results they themselves experienced or results they observed from other learners.  The use of songs, rhymes, and chants played a particular role in this success.

It is probably not wise to label an approach or method as entirely lacking value for learners.  It seems that each approach has some benefit to contribute in some situation for some learner.  It is essential, then, that we adequately assess and endeavor to know learners' needs and preferred learning styles.  The results will help guide us as we plan successful, engaging lessons for our learners. That means we will probably be using the Grammar-Translation and Audio-Lingual approaches in one way or another in our classrooms - no matter how much we may dislike them.  The key is for us to know each one well, focus on the benefits of each and use them when appropriate. As was written in our reading, the key is to 'adapt, not adopt'.