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However, method is an ambiguous concept in language teaching and has been used in many different ways. According to Bell, this variety in use "offers a challenge for anyone wishing to enter into the analysis or deconstruction of methods". [5] The methods of teaching language may be characterized into three principal views:
The Cambridge English Teaching Framework was designed to encapsulate the key knowledge and skills needed for effective teaching at different levels and in different contexts, and to show how Cambridge English Teaching Courses, Qualifications and professional development resources map to this core syllabus of competencies.
Scott Thornbury (born 1950 in New Zealand) is an internationally recognized academic and teacher trainer in the field of English Language Teaching (ELT). Along with Luke Meddings, Thornbury is credited with developing the Dogme language teaching approach, which emphasizes meaningful interaction and emergent language over prepared materials and following an explicit syllabus.
Examples of interactive methods include the direct method, the series method, communicative language teaching, language immersion, the Silent Way, suggestopedia, the natural approach, tandem language learning, total physical response, Teaching Proficiency through Reading and Storytelling and Dogme language teaching.
The direct method in teaching a language is directly establishing an immediate and audiovisual association between experience and expression, words and phrases, idioms and meanings, rules and performances through the teachers' body and mental skills, without any help of the learners' mother tongue.
Dogme language teaching is considered to be both a methodology and a movement. [1] Dogme is a communicative approach to language teaching that encourages teaching without published textbooks and focuses instead on conversational communication among learners and teacher.