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This section covered the various methodologies that have been used throughout history to teach English as a second language. This chapter covers the pros and cons of each teaching theory. I learned that there is no singular "correct" methodology to use in teaching. The teacher must be perceptive of the various elements within the context they are teaching (culture, class size, etc). The most important, general rules to follow are: Expose students to L2 as much as possible, students need input from teachers in order to progress, communicative tasks are effective in language learning but are not sufficient enough, learning a second language is easier in a stress/anxiety-free environment, and students should be encouraged to learn language themselves. This chapter greatly focuses on a teaching method that is comprised of three parts: ESA - engage, study, and activate. Although the study and activate phases can be 'patchworked', the engage stage should always be at the beginning of a class in order to interest the students in the lesson to come. The engage phase is meant to be stress-free and teachers should not correct their students during this phase. The study phase is where the new concepts are presented to students. The study stage primarily focuses on the English language and how it is constructed. The activate phase is meant to reinforce the new concept(s) learned during the study stage in a creative and collaborative way. This chapter also covers when teachers ought to correct their students. The best way for students to learn from a mistake or error is by encouraging them to try and fix the error themselves. If they are unable to get to the right answer by themselves, encouraging other students to try and fix the error would be the second option. Teachers should try to save correction as a last resort in order to challenge students to work out their errors.
