Connect English

There’s something satisfying about the idea of going 100% into something – 100% effort, 100% commitment, 100% the “right” method. But when it comes to teaching English, trying to use one approach 100% of the time might actually limit what our learners get from us.

We’ve all been there, discovering a new method or approach that really clicks. Maybe it’s Task-Based Learning, Dogme, or the Lexical Approach. It feels exciting, even freeing, and we might think, “This is what I’ll stick to from now on.” But as time goes by, we realise that no matter how strong an approach is, it doesn’t always work for every learner, lesson, or situation.

One size rarely fits all

Research and experience show us that no single method can meet all the needs of a classroom. Kumaravadivelu (2006) explains that the traditional idea of a “method” is no longer enough to deal with the complexity of language teaching. Instead, he encourages what he calls postmethod pedagogy, where teachers use different strategies based on what their students actually need.

Even methods that seem very learner-focused or flexible aren’t always enough on their own. For example, Rod Ellis (2003) supports Task-Based Learning but also recognises that sometimes learners still need a bit of traditional instruction to fully grasp grammar or vocabulary.

It’s not mixing at random – It’s being thoughtful

Rather than sticking to one method 100% of the time, more and more teachers are turning to something called principled eclecticism. This means choosing different ideas or techniques from various methods – not randomly, but based on what works best in a given moment.

As Diane Larsen-Freeman (2000) points out, experienced teachers often do this naturally. They don’t follow a single method all the time, they respond to their learners, their goals, and their context. And that responsiveness is a real strength.

This doesn’t mean we shouldn’t know our methods; it just means we don’t have to pick one and stick to it no matter what.

Flexibility is part of good teaching

Teaching is all about relationships – with our learners, with the language, and with the environment around us. Being stuck in one method can make us less responsive and less creative.

H. Douglas Brown (2007) reminds us that there’s no one “best” method. Great teachers are the ones who adapt – who listen, observe, and make choices based on their learners, not on rules from a book.

Think of it like cooking. Sometimes you follow a recipe step-by-step. Other times, you improvise and mix ingredients based on what’s in your fridge and what you know your guests enjoy. It’s not chaos, it’s intuition, experience, and care.

A final thought

So maybe we can let go of the idea that using a method 100% of the time is the “right” way. In fact, trying to do that might hold us back. Often, it’s a thoughtful mix – 40% of one approach, 30% of another, maybe a dash of something new – that brings the most meaningful results for our learners.

In ELT, just like in life, balance and flexibility go a long way.

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References

• Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd ed.). Pearson Education.
• Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
• Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method to Postmethod. Lawrence Erlbaum Associates.
• Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). Oxford University Press.