Innovative Approaches to Language Teaching: A Review

 Language teaching has evolved over time, with innovative approaches emerging in the 1970s and 1980s. In his article “Innovative Approaches to Language Teaching” (1982), Robert W. Blair proposes a new classification of these designer methods, categorizing them into three groups: comprehension-based approaches, production-based learning, and humanistic and psychosuggestive approaches.


Comprehension-Based Approaches

These approaches focus on developing receptive skills, such as listening and reading, with the belief that oral fluency will develop naturally as a result. The Total Physical Response method developed by J. Asher and the Natural Approach developed by S. Krashen and T. Terrel are both examples of this approach. In Total Physical Response, language is taught through commands and actions, while the Natural Approach emphasizes immersion and comprehensible input.


Production-Based Learning

Production-based approaches, on the other hand, focus on developing productive skills, such as speaking and writing, through intensive practice. They reject the notion that oral fluency arises spontaneously and instead emphasize deliberate and structured language production. C. Gattegno’s Silent Way is an example of a production-based approach that focuses on the use of physical objects and color-coded charts to teach grammar and vocabulary.


Humanistic and Psychosuggestive Approaches

Humanistic and psychosuggestive approaches, in contrast to the previous two categories, focus on both external and internal dimensions of the learning environment. These approaches view language learning as a holistic and individualized process that involves both the learner’s environment and psychology. Examples of these approaches include G. Lozanov’s Suggestopedia, which uses relaxation techniques and music to create a positive learning environment, and C. Currans’s Community League Learning, which emphasizes the importance of community support in language learning.


In conclusion, language teaching has evolved from traditional methods to more innovative approaches that cater to individual learners’ needs and goals. While there is no one-size-fits-all approach to language learning, the categorization proposed by Blair provides a useful framework for understanding the different approaches available to language teachers and learners.

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