Rassias Method

views language and culture are one entity. The emphasis throughout is spoken language and familiarity with the culture of the country whose language is being studied. This method seeks to make the students feel comfortable and natural to the new language in a short period of time. The Rassias Method uses dramatic techniques that eliminates inhibitions and creates an atmosphere of free expression from the first day of class. The student is at center stage and seeks to replicate the relevant, life-like situations encountered in the new language

Total Physical Response

a language learning method based on the coordination of speech and action. Just like a new born baby learns a language with the parents. The communication between parents and their children combines both verbal and physical aspects. The child responds physically to the speech of their parent. The responses of the child are in turn positively reinforced by the speech of the parent. For many months the child absorbs the language without being able to speak. It is during this period that the internalization and code breaking occurs. After this stage the child is able to reproduce the language spontaneously. The child's speech will not be perfect, but gradually, the child's utterances will approximate more and more that of a native speaker.With TPR the language teacher tries to mimic this process in class.

Lexical Method

this method views that learning a new language occurs through the development of pre-fabricated multi-words, not of traditional grammar and vocabulary. Teachers using the Lexical Approach will not analyze the target language in the classroom, but will be more inclined to concentrate learners' attention upon these pre-fabricated multi-words.

Communicative Approach

places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions. Its primary focus is on helping students create meaning rather than helping them develop perfectly grammatical structures or acquire native-like pronunciation. This means that successfully learning a foreign language is assessed in terms of how well students have developed their communicative competence, which can loosely be defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate.

Content-Centered Language Learning

the target language is used as the medium of instruction for mathematics, science, social studies, and other academic subjects. The target language teachers use instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive, and study skills. Instruction is usually given by a language teacher or by a combination of the language and content teachers.This approach of instruction offers a means by which the target language students can continue their academic or cognitive development while they are also acquiring academic language proficiency. It also offers a means by which target language students can develop fuller proficiency in the target language they are studying. In target language or two-way bilingual immersion programs, in which a portion of the curriculum is taught through the target language, some type of integrated language and content instruction appears to be essential.

Whole Language Approach: Whole Language Approach

emphasizes that students should focus on meaning and moderates skill instruction; making meaning in reading and expressing meaning in writing. This approach reduces emphasis on other skills (besides phonics), that are usually not linked directly to developing meaning, such as grammar, spelling, capitalization and punctuation. This approach uses frequent reading time such as independent and silent reading, guided reading in groups, teachers read aloud to students. This approach integrates literacy skills into other areas of the curriculum, especially math, science, and social studies.

Audiolingual Method

focuses in listening and speaking skills, and thus made drilling, repetition, and habit-formation central elements of instruction. This emphasis on repetition is necessary for accuracy, claiming that continuous repetition of errors would lead to the fixed acquisition of incorrect structures and non-standard pronunciation. In the classroom, lessons were often organized by grammatical structure and presented through short dialogs. Often, students listened repeatedly to recordings of conversations (i.e. in the language lab ) and focused on accurately mimicking the pronunciation and grammatical structures in these dialogs.