1. CBI
1.1. characteristics
1.1.1. It is a teaching approach that focuses on the use of meaningful and authentic materials as the basis for language learning.
1.1.2. It is based on the idea that learners will acquire language when they are exposed to highly motivating topics that they themselves may choose, and engage in those topics through interactive task- and project-based activities
1.1.3. In this approach, language is not taught in isolation, but rather as a means of communicating information about a particular subject.
1.2. Strengths
2. TBLT
2.1. Strengths
2.1.1. Meaningful and authentic learning: TBLT promotes meaningful and authentic learning by focusing on tasks that are relevant to the learners' needs and interests.
2.1.2. Active learning: TBLT encourages active learning through tasks and activities that require learners to use language to communicate meaningfully, rather than simply memorizing vocabulary or grammar rules.
2.1.3. TBLT attempts to connect the language practiced in the classroom with real-life situations in which the learners may find themselves.
3. CLIL
3.1. Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and a second language at the same time. A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills.
3.2. CLIL should probably be considered more as a language teaching policy than a language teaching and learning approach
4. New node
5. CLT
5.1. https://youtu.be/xlOjvHWKun8
5.2. Communicative language teaching prioritizes developing students' communication and interaction skills. This ensures that students can communicate effectively and confidently in real-life situations through student-to-student interaction and student-to-teacher interaction.
5.2.1. Some of the challenges teachers face in teaching listening and speaking in languages using CLT include
5.2.1.1. students’ lack of motivation for developing communicative competence; low English proficiency, and resistance to class participation.
5.2.1.1.1. Another challenge is getting students to engage in meaningful communication, which can be difficult when students are not confident in their language skills.
5.2.1.2. It is also important to ensure that students are actually learning the language and not just engaging in rote memorization
6. EMI
6.1. Characteristics: https://news.itmo.ru/en/news/6760/
6.1.1. EMI uses English as the primary language of instruction for a subject area.
6.1.1.1. EMI is primarily focused on the content needs of learners (i.e. content instruction through the medium of English)
6.1.2. Integration of language and content: EMI integrates the teaching of language and content, helping students develop both their language proficiency and their knowledge of subject matter.
6.1.3. Use of authentic materials: EMI uses authentic materials, such as textbooks, lectures, and presentations, to help students develop their language skills in a real-world context.
6.2. Disadvantages
6.2.1. 1) Profecient learners in english. 2) It depends on an institution having a faculty ody that is willing and able to teaches content courses in english. 3) Some institutions believe that english language faculty ca teach EMI courses. The English language is retrained in some fields.
7. GTM
7.1. Disadvantages:
7.1.1. It restricts the skills of speaking and listening to a foreign language.
7.1.2. The natural order of learning any language is listening, speaking, reading, and writing. But, in GTM, reading is facilitated first.
7.1.3. GTM focuses on formal and bookish grammar rules. So it does not enhance proper learning of the foreign language.
7.1.4. It takes time to translate each and every word under GTM as students are well versed in their mother tongue and they need time to think to Translate.