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Direct approach was the first to give importance to the use of visual resources in the language classroom. To avoid using the mother tongue, teachers referred to objects or concepts. The recordings and slides of images were used between years 1950 -1960

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In 1960 with Oral - Situational approach, situational language was learned with concrete objects, with photos, graphs and flascards to promote real - life contexts.

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 By approaching the silent path the mother tongue is avoided in the classroom, giving way to wall charts containing useful vocabulary, color coded phonetic graphics, tapes or discs drawings and film images

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 By approaching the silent path the mother tongue is avoided in the classroom, giving way to wall charts containing useful vocabulary, color coded phonetic graphics, tapes or discs drawings and film images

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Total physical response involved a lot of physical manipulation. The teacher's words were followed by actions as visual aid.

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Total physical response involved a lot of physical manipulation. The teacher's words were followed by actions as visual aid.

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 Natural approach was believed that students needed a period for listening and production. They were used in this approach, magazine pictures and other visual and kinesthetic resources. During communicative language teaching, students received large amounts of audiovisual inputs as video tapes in the early stages of learning and aimed at empowering students' communication in the real world, being a more meaningful learning experience for students. 

# data[].attributes.subject
 Natural approach was believed that students needed a period for listening and production. They were used in this approach, magazine pictures and other visual and kinesthetic resources. During communicative language teaching, students received large amounts of audiovisual inputs as video tapes in the early stages of learning and aimed at empowering students' communication in the real world, being a more meaningful learning experience for students. 

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Today, modernity is invading our classrooms and technology is the tool that helps and diversifies English classes making them interesting and meaningful. It allows the student to develop their creativity and learn beyond the pages of the textbook making it more autonomous and included in the globalized world.

# data[].attributes.subject
Today, modernity is invading our classrooms and technology is the tool that helps and diversifies English classes making them interesting and meaningful. It allows the student to develop their creativity and learn beyond the pages of the textbook making it more autonomous and included in the globalized world.

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 Between 1980 and 1990, socio-cognitive approaches were based on the idea that learning a language is an individual psycholinguistic act in which innate cognitive knowledge interacts with understanding in the creative process of learning by constructing its own cognitive models of language. Some visual materials in this approach are based on gestures and pantomimes, photos and slides that can motivate students to learn more meaningfully the English language.

# data[].attributes.subject
 Between 1980 and 1990, socio-cognitive approaches were based on the idea that learning a language is an individual psycholinguistic act in which innate cognitive knowledge interacts with understanding in the creative process of learning by constructing its own cognitive models of language. Some visual materials in this approach are based on gestures and pantomimes, photos and slides that can motivate students to learn more meaningfully the English language.