An eclectic approach in a primary English classroom

The eclectic approach is the label given to a teacher's use of techniques and activities
from a range of language teaching approaches and methodologies. The teacher decides what
methodology or approach to use depending on the aims of the lesson and the learners in the
group. A typical lesson might combine elements from various sources such as TPR and TBL
(the examples); the communicative approach, e.g. in communication gap activities; the lexical
approach, e.g. focusing on lexical chunks in reading and the structural-situational approach,
e.g. establishing a clear context for the presentation of new structures. The class starts with an
inductive activity with learners identifying the different uses of synonyms of movement using
a reading text. They then practise these using TPR. In another class the input is recycled
through a task-based lesson, with learners producing the instructions for an exercise manual.
Some teachers to engage in deep discussions with students on several topics included in the
course structure. Its not solely the reading of an answer to a question, but a further addition of
views, reviews, criticism, varied new paths. A wider horizon and scope in every topic under
the course material is envisioned. Novel ideas and viewpoints emerge. No textbooks lessons
give a broadened view of every concept, and prevents the creation of mental blocks.
Professors are expected to teach across the range of disciplines even if their training is in a
different field. Even when classes are finished, discussions spill out of the classroom on a
regular basis. The core aim is to have a broader understanding of every concept. This has
proven to aid retention and practical value of the concept. The evaluations given to
the students arent in the form of a letter grade, but are written evaluations. These dont judge
or place anyone based on grades, but point out the students weaknesses, strengths and areas
for improvement. Noncompetitive transcripts are valued more by employers as they are more

descriptive. Students are prepared to think critically, evaluate faculty, and approach
problems in a unique way.

I found in Wright, L. K., Bitner, M. J. & Zeithaml, V. A. (1994), Journal of Marketing

Education the table above with traditional and alternative teaching approach. Traditional
approaches to teaching entrepreneurship are lecture-based in which knowledge is passed to
learners. In contrast, enterprising approaches emphasise the use of experiential and action
learning through which knowledge is constructed by learners in the process of doing. From
the perspective of educators, is it necessary to choose between the traditional and enterprise
approaches? Criticisms of the traditional approach have led to the emergence of an alternative
enterprising approach to teaching the cognitive learning model . Rather than being passive,
learning is a dynamic, active, constructive and goal-orientated process. In contrast to the
traditional approach to education, learning is enhanced as students are engaged in the
construction of knowledge by acquiring, generating, analysing, manipulating and structuring
information. Patterns of teaching are mainly based on activities, action learning and

experiential learning. Learners are engaged in constructing and owning their learning. In
contrast, conventional teaching is instructive and associated with the transfer of information.