# data[].attributes.body
1980s
Supporting technologies:
The Internet is a powerful tool for assisting a socio-cognitive approach to language teaching, and it is in fact this fit of the Internet with a socio-cognitive approach which largely accounts for the new-found enthusiasm for using computers in the language classroom.
Socio-cognitive approaches are related to the importance of the input, dual-coding theory and image schema theory, which are deeply linked with the visual and experimental relationship of the human being with the world.
Students need to be given maximum opportunity for authentic social interaction, not only to provide comprehensible input but also to give students practice in the kinds of communication they will later engage in outside the classroom. This can be achieved through student collaboration on authentic tasks and projects while simultaneously learning both content and language.

# data[].attributes.body
1980s
Supporting technologies:
Real life objects or texts to give authenticity to the communicative situation.
It emphasizes student engagement in authentic, meaningful interaction.
Understanding of English through active student interaction; role play, games, information gaps.
Supporters: David Nunan, D.A. Wilkins

# data[].attributes.body
1970s
Supporting technologies: Magazine pictures  other visual and kinesthetic aids were used as an elicitation device in the listening comprehension and early production stages.
Students were not expected to produce output immediately; they should go through a period of understanding first.
Supporters: Stephen Krashen and Tracy Terrell

# data[].attributes.body
1970s
Supporting technologies:
Teacher’s words followed by actions served as visual aid, as well as large pictures .
It involved a lot of physical manipulation and action in order to imitate the way 1L is acquired. English speaking delayed until students are ready; meaning clarified through actions and visuals. It is widely used today for young leaners.
Supporter: James Asher

# data[].attributes.body
1970s
Supporting technologies:
The teacher made use of several visual aids: colored wooden rods, set of wall charts containing useful vocabulary, color coded phonetic charts, tapes or discs, film drawings and pictures, worksheets and transparencies.
Teacher is silent to allow student awareness of how English works.  The use of the mother tongue in the classroom  is avoided.
Supporter: Caleb Gattegno

# data[].attributes.body
Middle of the last century.
Supporting technologies: Concrete objects, pictures, realia, charts and flashcards were widely used in the classroom to promote real life contexts.
It insisted on learning language situationally.

# data[].attributes.body
Around the 1900s
Supporting technologies:
Visual aids are used to teach vocabulary.

Teachers used direct reference to objects or concepts in order to avoid the mother tongue. Student learns by associating meaning directly in English.
Supporters: Maximilian Berlitz, Carl Albert Krause

# data[].attributes.body
1950s
Supporting technologies:
LANGUAGE LAB - tape records and headphones enabled repetition of audio recorded laguage patterns to be memorized by students.
Supporters : B.F. Skinner, Leonard Bloomfield, Robin Callan.