In the spring of 1961, a team of language teachers and specialists undertook a qualitative assessment of language teaching around the United States. …Team members visited 1,011 classes taught by 747 different teachers. …It is interesting to examine the conclusions of [their] report, since they reflect on the timeless essence of good language teaching.
Here are the nine features that characterized most of the successful classes the team observed:
- The class is at ease in working with the language being learned, and seldom uses other language(s) to express an idea.
- Interest is high and learners come to class with a real desire to learn by participating.
- Neither teacher nor learners depend on the book. Materials fit the interests and abilities of the learners and follow the principles of sound language teaching. Because their cultural content is significant and accurate, the materials are not stereotyped.
- The learners do most of the speaking. The teacher gives the setting for discussion, asks key questions to direct it, gives cues in case of difficulty, and gradually subordinates her/his own participation.
- Control of the class is with the teacher at all times. The learners look to the teacher for direction and timing. They are made aware of the objectives of language learning and of how a technique or exercise will help them learn.
- Standards of performance are high. The teacher sees that learners are neither over- nor under-challenged, and tests are designed to appraise what has been learned.
- A variable, or unusual, seating arrangement often indicates that the teacher will be interesting to observe and is probably willing to experiment.
- As learners enter the classroom the atmosphere encourages them to use the language they are learning and to take on appropriate cultural roles. Throughout the learning process the teacher creates situations that lead to appreciation and understanding of culture.
- The teacher’s personality–demanding, yet fair and patient–leads the learners to a high level of performance. The lessons are well planned, and the techniques of presentation and drill are used strategically and appropriately to achieve the purpose of each type of exercise. If desired results are not attained with one technique, the teacher tries another. The teacher’s manner makes the learners want to learn the target language, not just because it presents interesting problems to solve or things to say, or because it is fun, but because working under the teacher’s confident and enthusiastic direction is appealing in itself.
Adapted from Howard B. Altman, What Is second language teaching?
In J. E. Alatis, H. B. Altman, & P. M. Alatis (Eds.), The second language classroom. Oxford University Press, 1981.
Read more about principles of language teaching.
Modern Language Association of America,
Reports of surveys and studies in the teaching of modern foreign languages, 1959-61, p. 243.
The Essentials of Language Teaching 