Strategies for Teaching English to Speakers of Other Languages (TESOL) show differential developments over years. Traditional classroom settings of language learning are becoming less and less viable for effective language learning and acquisition. This paper aims to provide a schematic presentation of five major approaches to TESOL namely, vocabulary, communicative, whole language, total physical response and musical approaches.
The vocabulary approach is a long adopted method for TESOL. Research on Chineses students (Gu and Johnson, 2006), for example, shows vocabulay-based strategies enhance vocabulary repertoire as opposed to language proficiency.
The communicative approach, meanwhile, introduces a different perspective on language learning and acquistion. Based on situtational immersions (Anderson, 1993), adopting a communicative approach helps learners acquire meaningful language skills in real situations, nothwithstanding lack of fully structured syllabus.
For a more holistic method, research on whole language approach shows whole language approach is more effective for overall literacy skills such as word recognition rather than specific comprehension ones (Stahl and Miller, 1989).
A fourth approach is total physical response. Through internalization of language, learners acquire basic language skills via re-productions of natural-like first language development methods. This has shown to be effective in retention tests (Asher, 1966).
A musical approach, finally, is one which shows usefulness for limited proficiency students (Fitzgerald, 1994). One cardinal bridge between language and music, research shows, is rhythm and rhyming by which learners master basic language phonemic patterns.
Works Cited
Anderson, Jan. "Is a communicative approach practical for teaching English in China? Pros and cons." System Nov. 1993: 471–480. ScienceDirect. Web. 20 Dec. 2014.
Asher, James J. "The Learning Strategy of the Total Physical Response: A Review." The Modern Language Journal Feb. 1966: 79-84. ERIC. Web. 20 Dec. 2014.
Fitzgerald, Lori A. A Musical Approach for Teaching English Reading to Limited English Speakers. Thesis, National-Louis University. ERIC, 1996. (Publication No. ED371571). Web. 20 Dec. 2014.
Gu, Yongqi, and Robert Keith Johnson. "Vocabulary Learning Strategies and Language Learning Outcomes." Language Learning 27 Oct. 2006: 643–679. Wiley Online Library. Web. 20 Dec. 2014.
Stahl, A. Steven, and Patricia D. Miller. "Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis." Review of Educational Research Spring 1989: 87-116. SAGE Journals. Web. 20 Dec. 2014.
