English as a Second Language (ESL) Approaches

In language classrooms, to meet language learners' needs and to understand why learners can benefit from certain methods, it is essential for language teachers to understand theory-based approaches. Approaches are the roots of teaching methods. As defined by Edward Anthony, language approaches are theoretically well-informed positions and beliefs about the nature of language and language learning. In other words, approaches serve as the principles of language teaching. With English acquisition as the primary goal, English as a Second Language (ESL) instruction is also an essential element of any bilingual program. Likewise, ESL approaches can also shed light on bilingual classroom practice. This entry focuses on introducing and discussing some major approaches that have guided ESL teaching, including the grammar-based approach, communicative language teaching, the content-based approach, sheltered English instruction, the whole-language approach, the natural approach, cooperative language learning, and task-based language teaching. The work of Jack C. Richards and Theodore S. Rodgers provides a comprehensive overview of the historical development of ESL methods and approaches. Much of the discussion below draws on their frameworks and descriptions of the theories and practices associated with each of these approaches.