ECLECTIC

APPROACH
Eclectic Approach
 Eclectic approach is a method of
language education that combines
various approaches and
methodologies to teach language
depending on the aims of the lesson
and the abilities of the learners.
 Different teaching methods are
borrowed and adapted to suit the
requirement of the learners.
 It breaks the monotony of the class.
Approaches and Methods

There are varied approaches and methods

used for language teaching. In an eclectic
approach, the teacher can choose from these
different methods and approaches:
• Grammar-translation Method
• Direct Method
• Structural-situational Approach
• Audio-lingual/Audio-visual Method
• Bilingual Method
• Communicative Language Teaching
• Total-Physical Response / The Silent Way
Cont…

• Grammar-translation Method:
It is a method of teaching languages by which students learn grammatical rules and then apply
those rules by translating between the target language and the native language.
• Direct Method:
In this method, the teacher refrains from using the students' native language. The target language
is directly used for teaching all four skills—listening, speaking, reading, and writing.
• Structural-situational Approach:
In this approach, the teacher teaches language through a careful selection, gradation, and
presentation of vocabulary items and structures through situation-based activities.
• Audio-lingual/Audio-visual Method:
In this style of teaching students are taught through a system of reinforcement. Here new words
and grammar are directly taught without using the student’s native language. However, unlike
the direct method, the audio-lingual method does not focus on vocabulary. Instead, the teacher
focuses on grammar through drills and practice.
Cont…

• Bilingual Method:
The word 'bilingual' means the ability to speak two languages fluently. In the
bilingual method, the teacher teaches the language by giving the other tongue
equivalents of the words or sentences.
• Communicative Language Teaching:
This approach lays emphasis on the oral method of teaching. It aims to develop
communicative competence in students.
• Total-Physical Response:
It is based on the theory that memory is enhanced through association with a
physical response.
• The Silent Way:
In this method, the teacher uses a combination of silence and gestures to
focus students' attention.
Advantages

• The teacher has more flexibility.

• No aspect of language skills is ignored.
• There is variety in the classroom.
• Classroom atmosphere is dynamic.
• These types of programs not only negotiate teacher skill development within an
improved recognition of and respect for cross-cultural and multi-linguistic
classroom settings but also encourages student pride in their heritage, language,
communication preferences, and self-identity.
• One method can support the weaknesses of the other.
• Multiple intelligences in the classroom are better developed.
• Assistance to the different Students' learning styles.
THE APPROACH

In 2000, in the context of market(ing) research, Nigel Spackman, Andy Barker and Clive
Nancarrow invented the term “Informed Eclecticism” and defined the principle as
 a broad and eclectic approach to market research (qualitative and quantitative), involving the
use of theories, methods and researchers drawn from a wide range of disciplines.
In the same year (2000), Diane Larsen‐Freeman defined “Principled Eclecticism”, to quote:
 “When teachers who subscribe to the pluralistic view of methods pick and choose from among
methods to create their own blend, their practice is said to be eclectic. Remember, though, that
methods are coherent combinations of techniques and principles. Thus. teachers who have
a consistent philosophy and pick in accordance with it (which may very well make allowances
for differences among students}, could be said to be practicing principled eclecticism.
They are in effect creating their own method by blending aspects of others in a principled
manner.”
Cont...

Both the “Informed Eclecticism” and the “Principled Eclecticism” set forth one same
principle which is:
 Do not throw away any approach or method. But, as demanded by a unique context, pick and
choose a method or methods already in existence as well as combine them to create your own
blend.
Accordingly, by the virtue of their principle, both approaches are the same.
And, because the learning mechanism varies from person to person as well as topic to topic, there
is no alternative of the Informed or Principled eclecticism that covers a wide range of methods
including:
1. the ones already in existence,
2. customized versions of the existing ones, and
3. totally newly invented ones.
THE ELEMENTS UNDER THE APPROACH

Examination of this approach makes it clear that, in the context of the second language
acquisition, its application requires the teachers to know:
1. all the existing approaches and methods, and
2. how to evaluate the demand of any unpredictable context.
The first component requires extensive study of the existing approaches and methods. And
the second component requires study of language learning psychology.
THE NAME OF THE APPROACH

 In the context of the ELT, the approach exists under two names: “Informed Eclecticism” and
“Principled Eclecticism”. But, using two names for the same principle can be troublesome for
two reasons that are: (1) it can lead some persons to get confused thinking that they are
different; and (2) it requires specification of both terms every time the approach is
mentioned.
 First, the Spackman‐Barker‐Nancarrow trio, the original inventor of this principle, called it
“Informed Eclecticism”. And, second, the approach requires the teachers to know or to be
INFORMED of all the existing approaches and methods as well as the human psychology as to
language learning mechanism. Accordingly, the most logical name for this approach is
INFORMED ECLECTICISM.
CONCLUSION

 Due to the idiosyncrasy of human psychology, the way of learning varies from person
to person.
 Therefore, irrespective of what method it is, one single method cannot randomly teach all
persons.
 So, to produce the most effective result, the Informed Eclecticism is the best approach to teach
the English language as much as generally all subjects.
 Under this approach, the teachers must, first, evaluate the specific context to identify what
technique it requires and, then, pick and choose technique(s) from the existing ones or, if not
available, then invent one to apply to that context. Thus, the approach requires the teachers to
know:
1. all the existing approaches and methods, and
2. how to evaluate the demand of any unpredictable context.