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Probably, the Direct Approach was the first one to give importance to the use of visuals in the language classroom. This teaching method, which became popular at the 20s - 30s of the last century, enhanced the use of the target language. Teachers used direct reference to objects or concepts in order to avoid the mother tongue. The direct-method approach was based on the idea that learners can best learn what is “natural” to them and that an aural/oral system of teaching them was appropriate for this purpose. This aural/oral method relied for its effectiveness on the use of monolingual teaching, that is, the L2 was the only language used in the class by the teacher and students.

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The use of tape recordings and picture slides gained special importance in the 1950s-1960s with the rise of the Audio-lingual method in the USA. Based on Skinner´s behaviorist theory, it claimed to provide students´ with best models to imitate native

speakers.

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The Situational language teaching is a term not commonly used today, but it is an approach developed by British applied linguists in the 1930s to the 1960s, and which had an impact on language courses which survive in some still being used today. Both speech and structure were seen to be the basis of language and, especially,  speaking ability. Concrete objects, pictures , charts and flashcards were widely used in the classroom to promote real life contexts.

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Communicative language teaching origins, can be found in changes in the British Language teaching tradition in the 1960s. Communicative Language Teaching puts much of the emphasis on the need for real life objects or texts to give authenticity to the communicative situation: ‘Non native speakers (both inside the classroom and outside the classroom) make use of the here and now objects in the immediate environments. Language is viewed as ‘‘meaning potential,’’ and the ‘‘context of situation’’ is viewed as central to understanding language systems and how they work.

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The sociocognitive apprenticeship model, developed by Vygotsky says that culture is the prime factor of individual development. Humans are the only species that has formed a culture and each child develops in the context of a culture. Therefore, the development of a childs learning is affected to a greater or lesser extent by the culture (including the family environment) in which it is immersed.

Cognitive development is a dialectical process in which the child learns through shared experiences of problem solving, generally shared experiences with parents and teachers, but also occasionally with a brother or partner. Initially, the person interacting with child bears most of the responsibility for guiding the process of problem solving, but will gradually transferring responsibility to the child.

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The silent way, a method oflanguage teaching, originatedin the early 1970s andintroduced by Caleb Gattegno,who, an Europe educator. 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.

The method is based on the premise that teacher should be silent as much as possible and the learners should be encouraged to produce language as much as possible. The Silent Way assumes that learners work with resources and nothing else, as they are solely responsible for what they learn. Silence makes students to concentrate on what is to be learned. The Silent Way Method avoided the use of the mother tongue in the classroom.

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An American professor by the name of James Asher developed an approach to language teaching commonly referred to as Total Physical Response (TPR). This work began in the 1960’s and theorizes that memory is improved through an association with physical movements. There are many activities that can occur when using the TPR approach which helps children develop language using movements. These activities support the classroom curriculum and are not only motivating, but a lot of fun. A good example is with “Simon Says” or “Head, Shoulders, Knees, and Toes”. This method involved a lot of physical manipulation and action in order to imitate the way 1L is acquired. Teacher’s words followed by actions served as visual aid, as well as large pictures.

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Also in the 1960’s, French Scholars developed the Audio-visual method. This method considered that audiovisual technology is a great contribution to help teaching. Students were taught through a combination of textbooks, film strips, tape-recordings, slides and classroom presentation.

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Developed by Krashen was based on his Monitor theory. Students were not expected to produce output immediately; they should go through a period of understanding first. First appeared in 1983. Magazine pictures and other visual and kinesthetic aids were used as an elicitation device in the listening comprehension and early production stages.  The Natural Approach is a method of foreign language teaching which aims to apply the principles of natural language acquisition into classroom. It focus on: helping beginners to become intermediate. Enhancing communication skills. The primacy of meaning.