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She probably taught thousands of students yet, she made you feelyour class was unique: her enthusiasm, warmth, depth of thought, clarity to express ideas, closeness to students made her a rara- avis in those days when distance, unreachability was teachers favourite choice.(She would even provide us with a snack once a partial exam was over!
Central to this phenomenon was the emergence of the concept of "methods" of language teaching.I ignore if she was sufficiently honoured during her last years, but want to believe she was.In any case this is my humble homage to an extraordinary teacher whose classes will be treasured by all those who had the immense privilege and delight of being her students.In the 1980s, these methods in turn came to be overshadowed by more interactive views of language teaching, which collectively came to be known as Communicative Language Teaching (CLT).Communicative Language Teaching advocates subscribed to a broad set of principles such as these: However, CLT advocates avoided prescribing the set of practices through which these principles could best be realized, thus putting CLT clearly on the approach rather than the method end of the spectrum.Could it be true that some people saw her standing at a distance from a group of pilgrims riding away from an inn south of the river, in a heavenly reverdie of It cannot be possible, as I myself believe I have seen her in all those places at the same time, and so have all those people who have been her students.
Yes, everywhere and in action: watching Beowulf swim ferociously, crying over tears shed by Mephistopheles, smiling at Everymans initial and final loneliness and revelling over Miltons devil and Donnes flea.
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Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom.
This distinction is probably most usefully seen as defining a continuum of entities ranging from highly prescribed methods to loosely described approaches.
The method concept in language teachingthe notion of a systematic set of teaching practices based on a particular theory of language and language learningis a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century.