An eclectic approach in teaching English

AS A SECOND language teacher, it is very important to recognize that the diversity of language learners in multiple contexts, learning styles, motivations, and needs call for a harmonious blend or combination of learning and teaching approaches. These approaches should be dynamic and is subject to improvement in order to effectively address the varied language needs and interests of the learners.

It is therefore very important that the teacher gets to know his/her students first-not just knowing their names but more importantly their needs, interests and learning styles. Having an idea about the learners’ needs, interests and learning styles will give the teacher a general direction for the learning process. Individual student’s learning styles can work together-or in conflict with-a given instructional methodology (Oxford, 2001); thus, a good match of learning approaches or learning strategies can bring positive results in the learning process.

“It has been realized that there never was and probably never will be a method for all (Nunan, 1991b;228).’” Thus, the approaches that are helpful are: Multiple Intelligences, Cooperative Language Learning, Whole Language, Task-Based Language Teaching and Communicative Language Teaching.

Students must, therefore, work with their fellow learners so that they will develop of communicative competence as they converse in socially or pedagogically structured situations and negotiate meaning while carrying out purposeful activities or tasks. They will also be able to foster cooperation by sharing information and coming to each other’s aid. Working with other learners, promotes intrinsic motivation, creates caring relationship and lowers the anxiety of the learners-making learning meaningful, enjoyable, interesting and effective. Through this strategy, students do not only gain knowledge or necessary language input, but they also contribute knowledge. ( Contributed article)