English language teaching (ELT) is not less than a challenge as it demands a teacher be good at vocabulary with a fluency enough to give exposure to students. The more exposure of a target language, the more results are achieved. However; the case in Pakistan is quite topsy-turvy. There are lot of schools and colleges which offer multiple courses to make students well versed in English, but requirements are not met. As an adage reads, “The fault, dear Brutus, is not in our starts, but in ourselves.” Shakespeare. Either English language teachers are not updated or not interested in keeping pace with the world, for the present trends in teaching require every ELTs to have a grip over English communications so that they may showcase the model in their classes to be followed. English language at global platform serves as a lingua franca because it connects everyone through business, diplomacy, technology, politics and culture as well.  English language teaching evolves by addressing the diverse needs of every individual from teaching English as a second language (ESL) to English as foreign language (EFL), English for specific purposes (ESP), and academic purposes (EAP).  As an ELT practitioner, I will try to let everyone know how this language evolves through historical and teaching methodologies.

Historical Phase

The roots of modern ELT trace began from the 16th and 17th centuries, where teaching methods relied on classical language instruction. Latin and Greek were taught through rote learning and translation, a practice known as the grammar translation method. This method introduced early ELT, which laid emphasis on reading and writing and ignored- speaking and listening skills.

However, as the industrial revolution starting expending along with the British Empire, it brought with itself a huge demand for English in the 19th century, particularly in colonial territories. As a result, there was a shift towards more communicative approaches. Later, the Direct Method was introduced which focused solely on conversation, and due to this, it replaced grammar-translation method in the late 19th century. Moreover; the work of linguists like Ferdinand de Saussure focused on language as a social tool which can be used for communicative language teaching (CLT) in the 20th century.

The Birth of Communicative Language Teaching

Communicative Language Teaching (CLT) emerged in the 1970s as there was no proper way to teach language functions in a social context, teachers generally emphasized on grammar over language communications not knowing the true spirit of language being used in real life scenarios. On the hand, CLT focused on communication, students’ engagement in speaking and listening skills. For instance; CLT classrooms encourage the usage of language contextually and students are encouraged to participate in conversations, role plays and presentations etc. this is what, is not seen among many language centers consequently, there is failure when it comes to communications especially in the target language.

The Grammar-Translation Method

Although, communicative approaches are on the rise, the grammar-translation method is still widely supported particularly in contexts where examination-based learning is effective. This method supports reading and writing and directs the learners to have translation from the original text to their first language. Nevertheless, it improves the grammar structure of students, it also lowers down the communicative competence.

The Audio-lingual Method

This method paves its way from the behaviorist theories of learning in the mid-20th century, the audio-lingual method focuses on drills and repetition. Language learning is regarded as habit formation, which supports memorizing patterns and structures. This approach gained its popularity in the United States in the 1950s and 1960s, particularly in military language training programs. Although, this method brings swift response and results too, many critics argue that it does not produce creativity among learners except rote memorization.

Blended Learning

With the burgeoning trend of technology, blended learning has become increasingly popular in ELT. This approach goes hand in hand with traditional classroom instruction and online resources too, allowing every learner to work at their own pace. Blended learning can include everything from interactive language apps to virtual classrooms, videos, and podcasts. This approach has given a lot of flexibility for those learners who have very limited physical classrooms access. However, it may also challenge learners to maintain their own work by looking after their own performances.

The Role of Technology in ELT

Technology advancement has changed ELT by all its means, as it provides digital tools by which students and teachers alike enhance their learning.

There are numerous Platforms which offer gamified approaches to engage learners and giving feedbacks including Duolingo, Babbel, and Rosetta Stone. Additionally, Learning Management Systems (LMS) has also made each thing easier for teachers to organize coursework, track students’ progress, and provide personalized feedback. On top of that, video conferencing tools like Zoom and Google Meet have paved the way for virtual classrooms, engaging students to learn from teachers around the world.  This has brought a huge supply of ELT teachers, regions in particular, where qualified English teachers are in great demands.

The Impact of Artificial Intelligence

Artificial intelligence (AI) plays a significant role in ELT for instance; AI-powered chatbots, create an environment where learners practice conversation according to their space and needs. These bots have the ability to offer personalized feedback, correct grammatical errors, and engage real-world conversations. AI is also used to develop personalized learning plans where learners can set their own need basis areas such as; they can have exercises for their improvement. That adapt to individual students’ needs, providing exercises that target specific areas for improvement. These innovations promise everyone to achieve their targets as they want.

Cultural Impact

One of the major challenges in ELT is to know the difference of contexts among various learners and address them accordingly because English is spoken as a second or foreign language in different cultural contexts, and teachers must know these differences. For example, idiomatic expressions, slang, and humour that may have some meaning for native speakers and lose their importance when communicating to learners from different cultures, so diversity must be encouraged in the class as it fosters inclusivity. Moreover; teachers should create environments based on learners-centered.

World Englishes

As English is a widespread language and owing to that it has gained the concept of “World Englishes” superseding the world in various contexts and this approach has acknowledged the multi varieties of English spoken around the world, from British and American English to Indian English, Pakistani English, and Singaporean English. Additionally; teaching world Englishers poses a challenge for teachers as it involves familiarizing learners with different accents, dialects, and cultural norms, allowing them to communicate more effectively in international settings. This approach paves the way to different varieties of English and prepares students for the acceptance of a multilingual world.

CONCLUSION

Culture, technology, and socioeconomic variables play a role in shaping pedagogical environment of English language teaching (ELT) globally. Besides this; teaching strategies, course materials, and evaluation procedures connected to English have gone through myriad changes by adapting the new norms of the world which offer innovation in the field of teaching and learning English alike. It is high time teachers should now provide their students with more individualized, immersive, and globally connected learning experiences by encouraging the use of AI powered apps, VR settings, and internet platforms.

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Published under International Cooperation with "Sindh Courier"