# data[].attributes.headline
Grammar Translation Method (Chan - Chin & Suthiwan, 2011) (Prator & Celce-Murcia, 1979)  (Widely used in XIX Century)

# data[].attributes.subject
Grammar Translation Method (Chan - Chin & Suthiwan, 2011) (Prator & Celce-Murcia, 1979)  (Widely used in XIX Century)

# data[].attributes.body
This method is focused on improving and developing writing, reading skills and memorization of vocabulary, leaving communicative skills aside. The use of academic texts is prioritized for the translation activities, taking into account grammar structures and rules. Activities such as filling the gasp, identifying mistakes in a sentence and correcting them, and transforming verb tenses are common in this method.

# data[].attributes.headline
Direct Method (Maximilian Berlitz, 1887) (Widely used in XIX - XX Century)

# data[].attributes.subject
Direct Method (Maximilian Berlitz, 1887) (Widely used in XIX - XX Century)

# data[].attributes.body
This method focuses on oral communication. The objective is to learn a target language in the same way the learner acquires the native language with experiences and real live situations, this means that people are involved in an immersive way. This method "forbids" the translation activities, which means that the maternal language is not included during this learning process.

# data[].attributes.headline
Audiolingual Method (Curran, 1960) (Prator & Celce-Murcia, 1979) (Widely used in During and After Second World War)

# data[].attributes.subject
Audiolingual Method (Curran, 1960) (Prator & Celce-Murcia, 1979) (Widely used in During and After Second World War)

# data[].attributes.body
This method uses repetition as the main tool to acquire a language. It uses a pattern of sentences and grammatical structures to develop natural pronunciation and intonation.The learning process is reinforced with rewards and immediate corrections. This method doesn't use translation strategies or techniques. On the other hand, this method does not encourage spontaneous communication, not preparing students for real-life situations.

# data[].attributes.headline
Silent Way (Gattegno, 1960)(Widely used in 60 decade)

# data[].attributes.subject
Silent Way (Gattegno, 1960)(Widely used in 60 decade)

# data[].attributes.body
The silent way helps the students to take control of their learning through a structured system of solving problems guided by error and correction, focusing on pronunciation using visual tools as cards to improve the phonetic aspects. Teachers are silent entities that encourage, by minimal interventions, the autonomy and confidence in students. However, it could cause doubts in the students because the teacher does not give a direct response and the learners might feel frustrated.

# data[].attributes.headline
Total Physical Response (Asher, 1977) (Widely used in 70 decade)

# data[].attributes.subject
Total Physical Response (Asher, 1977) (Widely used in 70 decade)

# data[].attributes.body
In this method, the body is used to reinforce the knowledge, and comprehension before the production skills, of a language including gestures and movements. The learning process is inductive, which means that students have the opportunity to identify patterns and make generalizations by themselves. This method could be limited in specific contexts and could not be too effective for complex interactions.

# data[].attributes.headline
Community Language Learning (Rogers, 1951) (Curran, 1972) (Widely used in 70 decade)

# data[].attributes.subject
Community Language Learning (Rogers, 1951) (Curran, 1972) (Widely used in 70 decade)

# data[].attributes.body
In this method, the learning process is based on emotions and mutual support, building confidence and self-esteem in students, and working in a cooperative way. Teachers are counselors and assistants who help learners to achieve their goals helping them to reflect on their process and progress, instead of being transmitters of knowledge. A weakness of this method is that it's difficult to implement it with a large number of class members.

# data[].attributes.headline
Suggestopedia (Lozanov's, 1979) (Ends of 70 decade)

# data[].attributes.subject
Suggestopedia (Lozanov's, 1979) (Ends of 70 decade)

# data[].attributes.body
This method envisions the learning process without stress, making an emotionally positive environment with the use of music. These relaxed spaces free students, allowing them to feel safer and free to make mistakes. The use of music, games, and drama helps to contextualize learning. On the other hand, it is not always easy to implement these techniques in conventional environments and because of that, this method requires a specialized environment that may not be available all the time.

# data[].attributes.headline
Natural Approach (Asher, 1977) (Widely used in 70-80 decades)

# data[].attributes.subject
Natural Approach (Asher, 1977) (Widely used in 70-80 decades)

# data[].attributes.body
This approach is based on the concept that the students of a target language should acquire it in a similar way that they learned the maternal language through attentive listening, and repetition without any pressures for the development of production skills, this means that they don't learn explicitly the grammar rules and favorises the comprehension skills. To adapt the students to real situations, this approach uses authentic material such as narrations, recordings, etc. Some disadvantages are that could be slower the learning process of complex concepts than deductive learning and could be difficult for people that can't identify the patterns easily.

# data[].attributes.body
It refers to an era in language teaching that moves beyond the traditional, fixed concepts of teaching methods. It emphasizes the idea that there is no single, universal method that applies to all learners and contexts. Instead, it advocates for a flexible and context-sensitive approach to teaching, where classroom tasks, activities, and pedagogical strategies are designed based on the specific needs of the learners

# data[].attributes.headline
 Language Experience Approach (LEA) (Van Allen & Allen, 1967) (Widely used in 70 - 80 decades)

# data[].attributes.subject
 Language Experience Approach (LEA) (Van Allen & Allen, 1967) (Widely used in 70 - 80 decades)

# data[].attributes.body
The approach centers on using students’ personal experiences, writing about them and creating their own "books." The main characteristic of LEA is its emphasis on student involvement, allowing them to craft their own stories rather than relying on pre-existing ones. LEA involves discussions, writing, and creative storytelling. Its strengths include promoting active student engagement, encouraging creativity, and integrating all four language skills. Teachers must be involved to guide students through the process and ensure the effective development of language skills.

# data[].attributes.headline
Communicative Language Teaching (Dell Hymes, 1972) (Widely used in 80 decade)

# data[].attributes.subject
Communicative Language Teaching (Dell Hymes, 1972) (Widely used in 80 decade)

# data[].attributes.body
This approach emphasizes in real and functional communication, developing oral comprehension and production skills. It focuses on fluency rather than grammatical accuracy, using real-life tasks as the foundation for learning. Techniques include role-playing, informal conversations, dramatizations, and group problem-solving. Its strengths lie in fostering genuine interaction, motivating students by working with real-life situations and improving fluency and confidence. However, it has some weaknesses, such as limited focus on structural grammar, difficulty in large class settings, and requiring a high level of teacher competence for effective implementation.

# data[].attributes.headline
Learner-Centered Instruction (LCI) (Nuna, 1988)(Widely used in 80 decade) 

# data[].attributes.subject
Learner-Centered Instruction (LCI) (Nuna, 1988)(Widely used in 80 decade) 

# data[].attributes.body
This approach turned traditional, teacher-centered models "upside down," minimizing the authoritative role of the teacher and allowing students to participate in a more open and supportive classroom environment. This method includes focusing on learners needs and goals, recognizing individual differences, adapting the curriculum to students preferences, and fostering a non-fearful atmosphere. It promotes student autonomy, creativity, and ownership of their learning. However, its weaknesses include the potential difficulty for teachers to adjust to relinquishing control, especially in beginner language classes.

# data[].attributes.headline
Cooperative Learning (McCafferty, Jacobs, & DaSilva, 2006) (Crandall, 1999) (Widely used in 80-90 decades)

# data[].attributes.subject
Cooperative Learning (McCafferty, Jacobs, & DaSilva, 2006) (Crandall, 1999) (Widely used in 80-90 decades)

# data[].attributes.body
This emphasizes collaboration rather than individual success. In this approach, students work together in pairs and groups, sharing information and supporting each other to achieve common goals. Cooperative learning enhances self-efficacy, reduces anxiety, and fosters stronger relationships among classmates. Techniques used in cooperative learning include pair work, group discussions, and collaborative problem-solving; classroom tasks could prepare students for real-world language use by practicing spontaneous oral communication and writing for authentic audiences. Some challenges include accounting for individual learning styles, personality differences, and the potential for excessive reliance on the first language

# data[].attributes.headline
Task-Based Language Teaching (TBLT) (Ellis, 2003) (Nunan, 2014) (Widely used in 80-90 decades)

# data[].attributes.subject
Task-Based Language Teaching (TBLT) (Ellis, 2003) (Nunan, 2014) (Widely used in 80-90 decades)

# data[].attributes.body
TBLT focuses on real-world contexts, where tasks are designed to promote meaningful communication. Characteristics of effective tasks include their emphasis on meaning, their relationship to real-world activities, and their prioritization of task completion with outcome-based assessment. TBLT is that it encourages student engagement through problem-solving and offers a clear focus on communicative goals. However, its challenges include the careful design and sequencing of tasks to ensure they align with curriculum objectives, and teachers need to consider learner roles, task complexity, and proficiency levels for successful implementation.

# data[].attributes.headline
Workplace and Vocational L2 Instruction - Vocational English as a Second Language (VESL)  (Johns & Price, 2014) (Widely used in 80-90 decades)

# data[].attributes.subject
Workplace and Vocational L2 Instruction - Vocational English as a Second Language (VESL)  (Johns & Price, 2014) (Widely used in 80-90 decades)

# data[].attributes.body
It focuses on language learning tailored to specific job-related needs in industries like hospitality, retail, and offices. This form of instruction helps workers learn essential vocabulary, useful phrases, and reading skills relevant to their duties, such as understanding simple instructions or communicating with customers. However, there are challenges, including the administrative logistics of offering paid language classes within businesses and convincing employees of their value. Vocational L2 instruction, part of adult education programs, prepares students for employment by combining language training with academic and professional skills, such as interview techniques

# data[].attributes.headline
Language for Specific Purposes (LSP). Part of VESL (1960) (Widely used in 70-80-90 decades)

# data[].attributes.subject
Language for Specific Purposes (LSP). Part of VESL (1960) (Widely used in 70-80-90 decades)

# data[].attributes.body
This is an approach that tailors language teaching to meet the specific needs of students, such as English for doctors, lawyers, etc. The goal is to provide the necessary vocabulary and linguistic skills for proficiency in a particular field. Techniques used include analyzing field-specific texts (such as medical or legal articles), simulating professional situations, and focusing on the production and understanding of genre-specific texts. Its strengths lie in its high relevance for students with specific professional needs, improving job opportunities by mastering technical language in a given field. However, its weaknesses include being highly specialized, often unsuitable for students with general language learning goals, and limited to specific professional contexts, potentially hindering competence in other areas of the language.

# data[].attributes.headline
English for Academic Purposes (EAP). Part of VESL (1970) (Widely used in 70-80-90 decades)

# data[].attributes.subject
English for Academic Purposes (EAP). Part of VESL (1970) (Widely used in 70-80-90 decades)

# data[].attributes.body
It focuses on the English used in academic settings, such as reading and writing scientific articles, reports, essays, and more. This approach emphasizes skills like research, academic argumentation, and formal writing. Techniques include analyzing academic texts, producing academic writing, simulating academic presentations and debates, and engaging in activities that improve reading comprehension and written expression. Its strengths include preparing students for university studies or academic research and developing essential academic writing skills. However, its weaknesses include limited attention to oral or everyday language skills

# data[].attributes.headline
Experiential and Project-Based Learning (Eyring, 1991) (Stoller, 2006) (Widely used in 90 decade)

# data[].attributes.subject
Experiential and Project-Based Learning (Eyring, 1991) (Stoller, 2006) (Widely used in 90 decade)

# data[].attributes.body
This model focuses on activities contextualizing language and directing students toward real-world applications. Some activities include constructing dioramas, field trips, research projects and creating advertisements. Experiential learning integrates psychomotor aspects by involving students in physical actions that reinforce language use. Its strengths lie on "learning by doing," discovery learning, and inductive learning, which engage students in meaningful tasks. However, challenges may include the complexity of organizing and managing such hands-on activities and ensuring that they align with specific language learning objectives.

# data[].attributes.headline
Strategies-Based Instruction (SBI) (Larsen-Freeman & Anderson, 2013) (Widely used in 1990-2000 decades)

# data[].attributes.subject
Strategies-Based Instruction (SBI) (Larsen-Freeman & Anderson, 2013) (Widely used in 1990-2000 decades)

# data[].attributes.body
This method helps to understand the strengths and weaknesses of students, taking strategic actions to improve. This idea, known as strategic investment, involves learners dedicating time and effort to learning a language through strategies like observing, practicing, monitoring, and correcting mistakes, linking learners' preferred styles to strategic techniques. Its weaknesses may involve the challenge of effectively implementing these strategies in diverse classroom settings and ensuring that all students can apply them successfully.

# data[].attributes.headline
Content-Based Language Teaching (CBLT)(Brinton, Snow, & Wesche, 1989) (Brinton, 2003), (Stoller, 2004) (Schleppegrell et al., 2004) (Widely used in 1990-2000 decades)

# data[].attributes.subject
Content-Based Language Teaching (CBLT)(Brinton, Snow, & Wesche, 1989) (Brinton, 2003), (Stoller, 2004) (Schleppegrell et al., 2004) (Widely used in 1990-2000 decades)

# data[].attributes.body
It integrates language learning with subject matter instruction, where language skills are taught in conjunction with academic content. Its focus on using language as a medium for teaching relevant and meaningful content, motivating students by connecting language learning to real-world issues. Techniques used in CBLT include using content-specific textbooks, team-teaching, and integrating subject matter with language goals. The strengths of CBLT include increased student motivation and simultaneous acquisition of both language and content knowledge. However, it presents challenges such as the need for specialized materials, teacher training, and the complexity of teaching both content and language, especially for beginners or at lower proficiency levels

# data[].attributes.headline
Immersion Models (CBLT) (Wallace Lambert, 1960) (Tedick, Christian, & Fortune, 2011) (Widely used in 90 decade) 

# data[].attributes.subject
Immersion Models (CBLT) (Wallace Lambert, 1960) (Tedick, Christian, & Fortune, 2011) (Widely used in 90 decade) 

# data[].attributes.body
In immersion models, students learn a second language by fully immersing themselves in it within a learning environment, using the target language as the medium of instruction without translation into their native language. Techniques include teaching academic subjects (math, science) in the target language and engaging students in daily activities where the language is essential. Its strengths include promoting natural language acquisition, developing fluency in everyday situations, and helping students reach high levels of linguistic competence. However, it can be challenging for beginners, requires significant time to show tangible results, and may lead to frustration if students do not receive adequate support.

# data[].attributes.headline
Sheltered Models (CBLT) (Cummins, 1980) (Snow, 2014) (Widely used in 2000 decade)

# data[].attributes.subject
Sheltered Models (CBLT) (Cummins, 1980) (Snow, 2014) (Widely used in 2000 decade)

# data[].attributes.body
Sheltered models of education involve separating L2 students from native speakers for content instruction, allowing them to master subject material with additional language support. This approach is particularly useful for students whose language proficiency is not yet sufficient to engage with subject matter in the L1 of the educational system. Teachers use techniques such as pre-teaching vocabulary, suggesting reading strategies, explaining grammatical structures, and providing form-focused feedback to help students process content effectively. The strengths of sheltered models include supporting language development while simultaneously meeting content standards. However, a potential weakness is the extra time and resources needed to modify teaching methods for L2 learners.

# data[].attributes.headline
Bilingual Education (McGroarty and Fitzsimmons-Doolan, 2014) (Widely used in XX and XXI century)

# data[].attributes.subject
Bilingual Education (McGroarty and Fitzsimmons-Doolan, 2014) (Widely used in XX and XXI century)

# data[].attributes.body
It involves the use of two languages as mediums of instruction for the same group of students, with varying proportions of each language depending on the program type, instructional goals, and contextual factors. It can include immersion programs, dual-language education, and other bilingual models. Techniques used include alternating instruction in both languages, projects, and activities that reinforce both languages, as well as bilingual materials and translation. Its strengths include developing competence in two languages, enhancing cognitive and cultural opportunities, and promoting linguistic diversity. However, it can be challenging in contexts with limited resources.