Advocacy of the Eclectic Approach to ESL/EFL

Teaching in Bangladesh
Md. Al-Mamun, *
Jakir**

Abstract
One single method can hardly make different language learners communicatively
competent in various real-life situations. Hence, many different approaches and methods
have been adopted at different times in language teaching. Perhaps, the quest for more
effective methods in language teaching will never end. Following this very view, the
current paper advocates using the Eclectic Approach in which all good ideas, principles
and practices of various methods are synthesized and harmoniously blended considering
the abilities of the learners and the aims of the lesson. Secondly, reviewing different
language teaching methods, a good number of principles and techniques are
recommended for the ELT practitioners to teach English to the EFL learners in the
context of Bangladesh.

Introduction
Since the inception of formal teaching of second or foreign language, a
good number of approaches and methods have emerged in the world. The
Grammar-Translation Method, The Direct Method, The Audio-lingual
Method, The Communicative Method etc. are, for example, some of the
most well-known methods, each of which has its own distinctive
characteristics. Gradual changes in the methodologies of language
teaching make it evident that one approach may be better or more
effective than others in a certain situation. Besides, there is no perfect or
ideal method since each method has some weaknesses and strengths. In
reality, it is seen that no one method can fulfill all language goals and
program objectives. Moreover, none can deny that language teaching
methods may supplement one another. In the circumstance, what should
a language teacher do? Will he strictly adhere to only one single method
or follow the required principles of different methods that truly meet his
demand and befit the context? Here, the Eclectic Approach in which the
teacher gets the opportunity to choose any context befitting methods or
techniques, can be a good solution. This very approach has the power to
arrest the attention of the language teacher since it provides him/her with
*
Assistant Professor, Department of English, Jagannath University, Dhaka.
**
Assistant Professor, Department of English, Jagannath University, Dhaka.
Jagannath University Journal of Arts 123

some distinctive advantages which are almost absent from any single
method.
However, this paper first presents a brief overview of some well-
known language teaching/learning methods and approaches and then
discusses some important aspects of the Eclectic Approach including
some of its distinctive advantages. In the end, it advocates the potential
applications of the Eclectic Approach in the domain of EFL teaching in
the context of Bangladesh.
An overview of some well-known language teaching methods
There are varied approaches and methods used for language teaching.
Here it is reasonable to present a brief overview of some well-known
language teaching/learning methods and approaches to facilitate a
teacher to choose from these different methods and approaches.
The 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. Though the class is easy to organize
with this method, its usefulness is highly limited. For example, students
cannot learn how to use sentences in communication.
The Direct Method
In this method the teacher refrains from using the students' native
language. The target language is directly used for teaching all the four
skills—listening, speaking, reading and writing. It is believed that
language can be taught through demonstration and action. This method is
criticized for its overemphasis on the similarities between first language
acquisition and second language learning.
The 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. Speech is regarded as the basis of
language, and structure is viewed as the heart of speaking ability. Here,
accuracy is considered crucial.
The Audiolingual Method
In this method, students are taught through a system of reinforcement.
Here new words and grammar are directly taught without using the
students' native language. This method does not focus on vocabulary.
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Instead, the teacher focuses on grammar through drill and practice.

Behaviorism manifests itself in this approach. Language is regarded as
verbal behavior and habit formation is considered crucial.
The Bilingual Method
The word 'bilingual' means two languages. In bilingual method, the
teacher teaches the language by giving mother tongue equivalents of the
words or sentences.
The Communicative Language Teaching
This approach lays emphasis on oral method of teaching. It aims to
develop communicative competence in students. It emphasizes
interaction as both the means and the ultimate goal of learning a
language. Learners' emotions and feelings are valued.
The Total-Physical Response
It is based on the theory that memory is enhanced through association
with physical response. It takes structuralist views of language. Verbs,
especially imperative verbs are considered basic elements of language
learning. At the beginning stage, students only have to do imperative
drills.
The Silent Way
In this method the teacher uses a combination of silence and gestures to
focus students' attention. The way the classroom activities are organized
is innovative.
The Eclectic Approach
Definition
Eclecticism is a philosophy of choice. Eclecticism is nothing but a fusion
of knowledge from all sources. It is a peculiar type of educational
philosophy which harmoniously combines all good ideas and principles
from various schools of thought. This approach is not rigidly confined to
a single paradigm or set of assumptions, but draws upon multiple
theories to gain complementary insights into a subject, or applies
different theories in particular cases.
However, in the domain of language education, the Eclectic
Approach denotes a desirable, coherent and pluralistic method. It
encompasses different approaches and methods based on the abilities of
the learners and the aims of the lesson. One of the chief advocates of the
Eclectic Approach is Rivers (1981). He says that an eclectic approach
Jagannath University Journal of Arts 125

allows language teachers 'to absorb the best techniques of all the well
known language teaching methods into their classroom procedures, using
them for the purposes for which they are most appropriate'.
The Eclectic Approach is, in fact, a conceptual approach which is
constituted from several theories, styles and ideas. Supporting this view
Al-Hamash (1985) says that eclecticism makes use of the different
language learning approaches instead of sticking to one standard
approach.
In a word, to meet the needs of the learners, various teaching
methods are taken into consideration and adapted in the Eclectic
Approach.
Theoretical background
The idea of choosing from different methods for one's teaching purposes
and one's teaching situations is not a new one. Henry Sweet (1845-1922),
a leading figure in language teaching profession, believed that a good
method must be comprehensive and eclectic (Rivers,1886).
Palmer in his book the Principles of Language Study published in
1921 talked about 'the multiple line of approach' that embodies the
eclectic principles giving us the opportunity to choose judiciously.
Stern (1983) notes that Memorandum on the Teaching of Modern
Languages published in 1929 on the basis of a British study
recommended the eclectic 'Compromise Method' as a solution to
language teaching method debate.
Even in the 1970s and 1980s, the Eclectic Method was proposed as
a reaction to the profusion of language teaching methods.
Principles
Like other approaches and methods of language education, the Eclectic
Approach has some inherent principles. Perhaps, the main principle of
this approach is that the language teacher can choose any suitable
methods or techniques befitting the needs of the learners and learning
situation. The following principles as presented by Al-khuli M. Ali
(1981:7) may be considered:
 Giving teachers a chance to choose different kinds of teaching
techniques in each class period to reach the aims of the lesson;
 Flexibility in choosing any aspect or method that teachers think
suitable for teaching inside the classroom;
 Giving a chance to pupils to see different kinds of teaching
techniques that break monotony and dullness on one hand and
ensure better understanding for the material on the other hand;
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 Solving difficulties concerning presenting the language material

in the pupils textbook;
 Using different kinds of teaching aids which leads to better
understanding ;
 Saving a lot of time and efforts in presenting language activities.
Advantages
The Eclectic Approach allows the language teacher to use the techniques
and activities drawn from a range of language teaching approaches and
methodologies. It is the teacher who decides what method or approach to
use depending on the aims of the lesson and the learners in the group.
Now it is seen that most modern course books have a mixture of
approaches and methodologies. A language teacher may be tempted to
apply the Eclectic Approach by considering its advantages that follow.
More flexibility
Of all educational styles, the Eclectic Approach is considered a most
flexible one. Here, the teacher can enjoy immense flexibility in making
decisions based on learners' performance and feedback from a variety of
sources. Flexible teaching strategy is needed for the teacher to tailor the
lesson addressing each learner's individual tastes and needs. It also serves
the needs of a wide range of language learners i.e. overseas, on/off
campus, second language students. In fact, the Eclectic Approach
facilitates the teacher to incorporate the best options into his lesson so
that learners can become competent communicators in a wide range of
situations.
Covering every aspect of language skills
The Eclectic Approach is broad and may include almost every kind
of learning activity. It blends the practices of four macro skills- listening,
speaking, reading and writing into an organic whole. In reality, students
need to learn a wide variety of skills, and different approaches are useful
for teaching various aspects of language skills. It is obvious that any one
method does not serve the right purpose of teaching all the language
skills. Therefore, teaching English by combination of various methods
and approaches will help the teacher to teach English effectively.
Variety in the classroom
In the language classroom, the teacher has to provide multiple
opportunities for learners so that they can learn effectively. In such a
situation eclecticism encourages the use of a variety of language learning
Jagannath University Journal of Arts 127

activities, each of which may have very different characteristics and

objectives and underlying assumptions. The teacher can use a variety of
strategies to make language comprehensible, monitor student
comprehension, and make adjustments as necessary.
Dynamic classroom atmosphere
In language classrooms where creativity is fostered, the teacher has to
constantly adjust the lesson and activities according to the learners and
classroom dynamics. It is the nature of man that he likes change. He
wants new and novel ways in every field of work. The same is the
case with learning process. Learners always like something new and
exciting. The Eclectic Approach may include almost every kind
of learning activity and saves learner from monotony. In the true sense,
he discovers and masters good ways of learning. Above all, this approach
gives a chance to the teacher to mould and shape his method according to
the circumstances and available teaching materials.
Since the Eclectic approach facilitates multiple tasks, high
interaction, lively learning, objective correlative, and fast results, it may
be advocated with great confidence.
Appropriate principles of different language teaching methods in the
context of Bangladesh
Once, the Grammar-translation method with huge limitations dominated
the teaching and learning English in Bangladesh. However, because of
the world-wide acceptance of Communicative Language Teaching (CLT)
as an effective method of language education, the government of
Bangladesh, too, introduced CLT in 2001 from grade six to grade twelve
with a view to helping the learners develop their English communicative
competence. Not only this, English syllabus at school and college levels
was designed according to the principles of CLT. However, there was a
huge gap between the introduction and implementation of this method as
teachers at school and college levels had almost no training on
Communicative language Teaching. In reality, it is seen that many
students cannot communicate in English properly in real life situations
even after completing twelve years of education. In many researchers
conducted recently in Bangladesh, it is seen that CLT in our country
cannot be implemented properly due to varied constraints, such as
enormous class size, inadequacy of logistic supports, teachers' preference
of traditional teaching methods, mismatch between curriculum and
assessment, poor socio-economic condition, cultural differences and the
like. Therefore, now it seems that CLT is not the final answer for ELT in
128 Advocacy of the Eclectic Approach to ESL/EFL Teaching in Bangladesh

Bangladesh. In this situation the implications of the Eclectic Approach to

ELT may be justified. Chaudhury and Karim (2014) conclude one of
their papers making a sensible remark, "Possibly the implementation of
more eclectic approaches or combinations of methods may be
appropriate in Bangladesh context."
Therefore, now we will see which principles as well as techniques of
which methods may be appropriate for ELT in Bangladesh.
In Bangladesh, though English has been being taught at school,
college and university levels for the last fifteen years or so mainly
following the principles of Communicative language Teaching, the goal
of introducing CLT has not been achieved due to varied reasons.
Consequently, in recent years, the focus again has shifted to one of the
basic principles of the Grammar Translation Method, that is, grammar
has been reintroduced in school and college curriculum. In fact, this very
principle of the Grammar Translation Method, that is, providing explicit
grammar rules to the learners is very significant for teaching English as a
foreign language in our country. Furthermore, translation from the target
language into the native language and vice versa, another important
principle of the Grammar Translation Method, should be reintroduced in
school and college curriculum immediately because it is the most
powerful tool for teaching a foreign language.
Apart from these two principles of the Grammar Translation
Method, some aspects of Communicative Language Teaching
(CLT),such as role play activities, pair work, group work, etc. which are
likely to generate communicative competence, can be very useful for the
teachers to teach English to the learners of Bangladesh. Again, teachers
should redefine their roles and they should consider themselves the
facilitators of the learning situations rather than the authorities in the
class. Likewise, learners should play an active role in the learning
situations rather than a passive one.
Although in the language teaching history of Bangladesh, only two
methods, namely, the Grammar Translation Method and Communicative
language Teaching( CLT), were used, there are many other methods for
language teaching which are not less important in the context of
Bangladesh. One of these methods is the Direct Method where language
input (everyday vocabulary) is taught through demonstration, realia,
concrete objects, pantomime etc., and this principle can be very useful
for language teaching in Bangladesh. On the other hand, in the Audio-
lingual Method, emphasis on accurate pronunciation from the very
beginning, practicing the language contextually again and again, training
in listening skills are very useful principles that ELT teachers in
Jagannath University Journal of Arts 129

Bangladesh can manipulate to teach English to their learners. Again,

some principles of Suggestopedia such as emphasis on learners' mental
aspects, that is, removing psychological barriers (i.e., fear, nervousness,
tension, frustration etc.) that they bring with them to the learning
situations from their mind by offering a cheerful, bright, colorful and
non-threatening classroom environment can be much helpful for the ELT
teachers in Bangladesh.
Conclusion
Since all methods of language education have limitations, no method is
perfect to follow entirely.It is also undeniable that one single
philosophical thought or tendency in language education is not sufficient.
Clearly, the principles and practices in the domain of current language
education are the result of the cumulative experiences of past
generations. Besides, reliance upon a single theory of teaching is often
criticized because the use of a limited number of techniques can become
mechanic. Logically, an eclectic blending of instructional approaches can
prove most effective because students need to learn a wide variety of
language skills, and different approaches are useful for teaching various
aspects of these skills. Therefore, the Eclectic Approach that combines
the best features of each approach to produce an optimal overall result
and helps students achieve worthy language education goals can be
strongly advocated.
The main criticism of the eclecticism is that "it does not offer any
guidance on what basis and by what principles aspects of different
methods can be selected and combined" (Stern, 1983).But it should be
remembered that the use of eclecticism does not mean to mix up different
approaches randomly. There must have some philosophical backgrounds
and some systematic relation among different activities. Besides, the
principles or aspects from different methods have to be selected not
randomly, but on the basis of proper analysis of the suitability of these
principles or aspects in view of the contextual realities, students'
preferences and other considerations. Again, some critics say only well-
trained teachers can become eclectic: teachers with no theoretical
thinking about the advantages and drawbacks of any approach cannot use
it. This problem can be solved if it is kept in mind that eclectic teaching
is not prescribed for all teachers in a program but rather as an option
freely accepted.
References
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English as a Second Language. Al-shaab Press.
130 Advocacy of the Eclectic Approach to ESL/EFL Teaching in Bangladesh

2. Al-Khuli, M. A. 1981. Teaching English to Arab Students . Al-Falah House. Jordan .

3. Chaudhury,T.A. and M.Z.Karim.2014. CLT Approach in Developing English
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7. Stern, H. H. 1983. Fundamental Concepts of Language Teaching. Oxford: Oxford
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