By: Desi Indrawati

Every facet of organizational life is influenced by language. It affects everything. Surprisingly, though, managers of multinational corporations with multilingual staff frequently overlook it when it comes to talent management. Unrestricted multilingualism leads to inefficiencies in even the most brilliant and committed workforces, as we have seen in innumerable firms. It can result in lost revenue, strained cross-border relationships, and a number of other major issues that could compromise competitiveness (see also Tsedal Neeley’s “Global Business Speaks English,” HBR May 2012). Creating a thorough language management plan can assist in turning that weakness into a competitive advantage.

The dedication to original and creative language teaching methods is frequently a sign of the best language instructors. They are continuously experimenting with new language learning activities and teaching resources to enhance learning outcomes and attempting new language teaching strategies to keep their pupils interested. Thus, ten of the most prominent methods of teaching languages are compiled in this blog post. These techniques are intended to help language teachers who are seeking motivation to enhance their instruction.

The most successful language teaching methods frequently combine a number of techniques that are adapted to the requirements of certain students.

  1. Communicative language teaching (CLT)

    Currently, this method is most likely the most widely used teaching model for teaching English worldwide. In part because it seeks to expose students to a range of real-life scenarios, allowing them to practice using their language abilities to interact with others in the real world. Educators therefore tend to focus on fluency of communication rather than accuracy and sessions are more hands-on than theoretical.

  2. Task-based language teaching (TBLT)

The completion of a comprehensive assignment that captivates and involves the students is the only goal of TBLT language instruction. Students work through three separate phases—a pre-task, the task itself, and a post-task review—using the language skills they already possess to finish the assignment.

For instance, students may be required to present on a significant environmental topic. They will have to read and listen to the source material, do online research, write and present the presentation, and more in order to finish it. Because they “own” the language and have control over the type of task response, research indicates that students in TBLT classes are empowered and motivated.

3. Content and language integrated learning (CLIL)

The main goal of the CLIL approach is to successfully integrate two subjects by having students study one (like biology, science, or history) and learn a language (like English) at the same time.

The first subject’s requirements, not the target language’s, provide the basis for the organization of language instruction. Therefore, it is crucial to ensure that students are involved and that the integration is evident. However, there are a lot of opportunities for cross-curricular work with the CLIL approach; it gives language learning a broader context and can be used to re-engage students who have lost interest.