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was taught word by word in isolation with the literal translation from one language to the other next to each word

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was taught through memorization of list of verbs in the different tenses and inflections, nouns, pronouns, adverbs, adjectives, prepositions, and so on.

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The persons transferring the knowledge of English language were called Informants, because, unlike teachers, they didn't have any formal training.

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The learning progress was assessed through translation exercises involving words, sentences, or paragraphs, depending on the students' proficiency levels. Grammar was tested through translation and recitation of tenses and inflections.

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In the mid-1800s, a potato famine in Ireland caused widespread starvation, prompting many Irish and English individuals to emigrate in search of job opportunities and income to support their families back in Europe. Some of these emigrants, who had received some education, became involved in teaching English, their native language.

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This new approach, called "THE DIRECT METHOD," is based on the concept that a child learns their native language solely through imitation, without the need for grammar or translation.

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The United States Government, through the Armed Forces, strongly supported this new SCIENCE. Several government educational institutions within Military Facilities emerged as leaders in the new profession of foreign language teaching. Various languages, including European, Asian, and English, were taught at these Language Centers to members of the Armed Forces from Allied Countries. The methodology developed for teaching English was used for many years in the Continental United States to TEACH ENGLISH AS A SECOND LANGUAGE (T.E.S.L.).

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T.E.S.L. is the method used to teach English in countries where English is the primary language. This approach ensures that students are constantly exposed to the language they are learning.

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It took several years for this methodology to become widely used. After the war ended, the findings and studies were shared with private institutions, leading to the recognition of Language Teaching as a science. In the 1950s and 1960s, prestigious universities like the University of Michigan at Ann Arbor, Georgetown University, and the University of Texas at Austin hired experienced teachers to establish Language Departments. These departments focused on studying new methodologies and materials for teaching English more intensively and developing a system for this purpose.

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By the mid-70s, English had become the most widely taught second language worldwide, but T.E.S.L. as the sole methodology did not meet expectations. Its effectiveness in teaching English as a second language in non-English-speaking countries was not as satisfactory as it was in native English-speaking countries. Additionally, the time allocated for language instruction was neither sufficient nor standardized across public and private educational institutions. In private schools, students had English classes for only one or two hours a day, while in public schools, they had English classes for just two or three hours a week. Consequently, the system failed in such environments.

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It is based on the oral of the direct method and the grammar of the traditional method

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Initially, students are introduced to the sounds and pronunciation of words, followed by complete sentences appropriate to their level. This process employs various exercises and teaching aids, including pictures, illustrations, flashcards, projections, and video images.

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Next, students learn the order of words and their spelling.

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Most importantly, the teacher then explains the new grammar objectives using simple, non-technical language.

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It became necessary to educated Teachers of English as a Foreign Language to help them familiarize with the new methodology. A course of Phonology was developed to learn the sound system of the language and how to teach to produce the sounds of the foreign language at a natural speaking rate.