Language Teaching Summary

Diane Larsen-Freeman is a Professor of Education, Linguistics and Research Scientist. Larsen-Freeman focuses on attempting to understand the process of second language acquisition, publishing numerous books about English grammar and language teaching methods. The Techniques and Principles in Language Teaching by Larsen-Freeman is intended to those interested in developing language teaching methods in a classroom. It covers everything from the notable Grammar-Translation and Audio-Lingual Methods to modern practices including Participatory Approach. Training in methodologies is useful to all language teachers with the author defining “techniques” or actions carried out by teachers in a classroom; And by “principles”, the beliefs attitudes and

The “Experience” section provides detailed reports of classes which the teacher employs the method. Classes of young children to adults, from EFL to ESL and beginner to advanced proficiency levels. “Thinking about the experience” showcases the observations and the principle that motivated the teacher’s action. In “Reviewing the Principles”, a series of questions are answered to discover the goals on each method, teacher and students roles, teaching/learning process and interaction, the view on language and culture, emphasized skills, role of a student’s native tongue and evaluation. The section dedicated to “Reviewing the Techniques (and the Materials)” provides details on several techniques and how to implement them to help professionals. “Activities” and “Additional Resources” are also featured at the end of each

Some of the oldest teaching methods are still used around the world. More methodological evolutions are expected including technological advances in pedagogical strategies. It also mentions the new roles of teachers as advocates for students in inumerous issues, ethical and social. The author points the similarities among the methods and its goal to teach students to communicate in the targeted language.
Larsen-Freeman captured the guiding principles of how languages can be learned. The question at the end of each chapter provided an easy way to compare the methods in consideration to how the teacher’s role will change in regards to the method used. “What is the role of the student’s native language?” helps to understand how it can interfere with the attempts to master the target language (Audio-Lingual), how the student’s native tongue is mostly used in class (Grammar-Translation) or translation is used to make meaning clear and help out teachers when necessary