Theory and Practice in TESL

Abstract

The purpose of this paper is to examine past research on methodology in the field of Teaching English as a Second Language (TESL). The issues pertaining to methodology are significant in that different perspectives on method have influenced the design and procedures of classroom based instruction in TESL in different ways.

The choice of articles for this study has been influenced by the various historical, methodological and philosophical perspectives that have shaped language learning and teaching. The culmination of the procedural and theoretical bases for these perspectives are fundamental in shaping the future course of second language instruction. Since TESL is a relatively new field in educational settings, it is important to first describe the historical trends that have influenced classroom practices before describing the current state of methods in TESL.