New Methodologies in order to foster Second Language Teaching An historical overview about language teaching approaches Previously, it was

stated the importance of learning a foreign language at an early stage of life regarding CPH theory. In this part, it is necessary for teachers to know what new methodologies can be applied in Colombian schools so as to develop an appropriate teaching and learning of English. It is important to know that through the time many methods and techniques were proposed so as to find a possible way to teach English. First, making a review of the earliest methods, Celce-Murcia (2001) stated that language teaching swayed between two types of approaches: getting learners to use a language (focused on meaning) and getting learners to analyze a language (focused on forms). The first languages learned were Latin and Greek and this teaching took place in Europe, those languages were very useful, because people could use them in philosophy, religion, politics and business. In that epoch, the educated elite had the privilege to learn Latin and Greek. Those were taught by using aural-oral techniques because there were few textbooks. This situation led teachers to make use of target language texts, manuscripts in which some of them contained vocabulary pairs. In this part, we could see the first attempts in order to teach a second language. Despite the lack of textbooks, teachers managed to teach both Latin and Greek by using aural-oral approaches. This method was very primitive because it included repetition and habit formation, some of the textbooks included grammar translation. It is possible that those people could learn and speak Latin and Greek in an appropriate way. But nowadays, learning a language is not only repetition but language comprehension.

Grammar translation method Richards & Rodgers (2001) asserted that the first method used was Grammar Translation Method (GTM) proposed in Germany in 1840 by Johann Seidenstcker, Karl Pltz, H.S Ollendorf and Johann Meidinger. The goals of this method were mainly to know the target language literature, to know its structures, memorize those structures and translating sentences. It is noticeable that in most of the schools in our country this method has been applied. Teachers stick to the books, translate the sentences and the students do not even have opportunities to interact. To this extent, if teachers in Colombia do not realize the importance of teaching English at the early stages of life regarding Critical Period Hypothesis theory (childhood and teenage) and prefer using this old methodology, the bilingual program will possibly fail. One cause could be the lack of appropriate methods and techniques used when teaching and learning English. Direct Method Then, around 1881 L. Sauveur (1826-1907) opened a school in Boston in order to propose oral interaction in the L2, his method was known as natural approach or Direct Method. This language-teaching method was very popular in France and Germany. It was developed in the 19th century as a reaction to the Grammar Translation Method, this method emphasized on: the use of the spoken language the use of objects and actions in teaching the meanings of words and structures the need to make language teaching follow the natural principles of first language learning grammar was taught inductively correct pronunciation and grammar were emphasized Taken from: Celce-Murcia, M. (2001) teaching English as a second of foreign language (3rd Ed) Boston: Heinle & Heinle.

The problems appeared when this method needed the use of native-language teachers or teachers who had native-like fluency. Also the excessive use of linguistics elements resulting in a lot of repetition making unclear the relationship between L1 and L2 and finally this method did not associate language and context as it was explained by Richards & Rodgers (2001). Another method was proposed to teach an L2 but the outcome was few acceptable. As it is known teaching a second language is not only repetition and avoids using a real context. But, surprisingly, audio lingual method was thought to be highly successful in some contexts particularly the foreign-language training of military personnel. Despite this assumption, the goal of foreign language teaching is to associate meaning and context, to give students opportunities to understand a language and see the differences between L1 and L2. The Reform Movement Richards & Rodgers (2001) argued that despite the labor developed by Sauveur, Gouin and Prendergast trying to propose effective methods to teach a second language were not taken into account. The lack of interaction and a lot of memorization activities made this method to fail. For this reason, Henry Sweet in England, Paul Passy in France and Wilhelm Vitor in Germany began to provide new ideas within the field of linguistics. They emphasized on the importance of speech that was not only the written word but the first form of language. Thus, it was founded in 1886 the International Phonetic Association and the International Phonetic Alphabet (IPA) some of the IPAs principles were: The spoken form of a language is primary and should be taught first The findings of phonetics should be applied to language teaching Language teachers must have solid training in phonetics Learners should be given phonetic training to establish good speech habits

 Teaching new meanings through establishing associations within the target language rather than establishing associations with the mother tongue Taken from: Celce-Murcia, M. (2001) Teaching English as a second of foreign language (3rd Ed.) Boston: Heinle & Heinle. The IPA focused on pronunciation and oral skills which had been neglected when Grammar Translation was applied. The changes that linguists wanted to foster were to give a meaningful and appropriate teaching of a second language by using all the skills (listening, speaking, reading and writing). Because the teaching of a second language was carried out by the teacher, students only had to receive this input and they had problems when they had to use language in the real life. Students sometimes did not know how, where and when use a determined word. The conventional, authoritative teacher-centered instruction was modified, giving way to the learner-centered mode of instruction. Celce-Murcia (2001) asserted that teachers started paying attention to the impact that learners' affective factors (e.g., their feelings, emotions, tension, anxiety, frustration, needs, interests, and confidence, etc.) may bring in the process of learning. The language was seen as acquisition, rather than habit formation, students needed to develop ways to learn a language. Then grammar was taught inductively (students draw by themselves the rule after see the practice) there were no longer repetition exercises, because accurate pronunciation was impossible and unreal. Students mistakes are normal, because those are common within the process of learning a language. It was also expected that teachers possess a good level and understand the linguistic features of the target language. Kroll & Sunderman in Doughty & Long (2005) stated that the native language was not used and translation was strictly forbidden. If a student did not know the definition of new words,

paraphrasing those ones in the target language would be the most useful technique. Then the Audio-lingual method appeared in the 1950s, its goal was to develop in learners the same abilities that native speakers have by listening and repeating dialogues for many hours. The aim of this method was to internalize the input received at an unconscious level. The native language could not be used. In the 1960s Total Physical Response (TPR) was proposed by James Asher (1977), this method used oral commands and physical activities, students had to perform the action with those exercises, students associated the word taught and its physical meaning. In the 1970s the Natural approach (Terrell, 1986) appeared. This methodology was based on Krashen's (1982) which he claimed that comprehensible input leads to acquisition. Kroll & Sunderman in Doughty & Long (2005) stated that the L2 was then considered the main tool when teachers provided comprehensible input to learners. L1 was not used in the Natural approach. Another method was The Silent Way (Gattegno, 1976) a method which used colored wooden sticks called Cuisenaire rods, language charts, and the L2 exclusively. As we could see, the previously approaches joined interaction, physical activities and how to comprehend some features a foreign language has. At this point, the teaching of an L2 began to pass through a process of transformation, which involved selecting and modifying some techniques from the methods previously proposed in order to create the best method. Total Physical Response We could appreciate the impact of the early methods proposed in second language teaching and the search for the best one. Now it will be explained one of the most common method used in both ESL/EFL contexts. Total physical response (TPR) was a method developed by James Asher, a professor of psychology at San Jose state university, intended to teach second and foreign languages. According to his studies, Asher claimed that language is internalized through a process of code breaking similar to first language development. Through this process

there is a long period of listening in which there is a process of developing comprehension before production in which involved students to follow commands that required physical movement. Larsen-Freeman (2000) claimed that TPR became popular in the 1970's and attracted the attention of some teachers because they can create a low affective filter in their students. Once anxiety is reduced, the students will feel more confident when performing a determined action. CPH theory was applied in this method when Asher took into account the theory of brain lateralization. He argued that the brain had to receive stimuli since the early years by means of activating the right hemisphere by using physical activities just as parents do when they communicate with children combining both verbal and physical aspects. Richards & Rodgers (2001) asserted that the child responds physically to the input uttered by his/her parents, despite the fact that through many months the child can receive language forms without uttering a word. It is during this period that the internalization and code breaking processes occur. After this stage a child is able to produce language spontaneously activating the left hemisphere. Thus, Ashers aim is that in TPR the language teacher applies physical activities with their students when teaching a foreign language. Larsen-Freeman (2000) said that TPR provides some plausible advantages: students enjoy standing up and moving around the classroom, TPR activities do not require a great deal of preparation on the part of the teacher, because it might be good for learners who need to be active in the class, the classroom size could not be a problem and it works effectively for children and adults. Taking into account that TPR is a participatory approach, it may be a useful tool when it is applied in those cases where teachers find students who experience difficulty in learning foreign languages with traditional classroom instruction such as dyslexia or lack of attention into the classroom. TPR could be used at every context regardless age, because acquiring a determined

structure combining physical activity allows students to grasp a determined word and this knowledge could be stored in the brain for later use. However, Richards & Rodgers (2001) stated that it is known that TPR is most useful for beginners although it can be applied in adults. In this part, the class preparation becomes a challenge for the teacher, because it could appear an overuse when doing physical activities and students do not have the opportunity to express their own thoughts in a creative way. Besides, TPR emphasizes heavily on the use of the imperative mood, that is to say commands such as "sit down" and "stand up". Despite its usefulness in the classroom, those activities are limited to learners and can take them to make an inappropriate use of the target language because it will not be able to use complete and complex L2 structures. The main points and some drawbacks of TPR have been explained. Despite its disadvantages, this method proposes useful activities in which teachers can take advantage and apply them in the classroom. For example a simple activity maybe the well-known game such as Simon says in which students must respond physically to the words of the teacher, in this activity are involved vocabulary and physical actions. Also there are simple and semi-complex grammar structures and the context around them. Those ones could be used mainly with children, because in some cases they find more difficult to understand complex structures. And taking into account the age factor, it is easier to convey basic target language knowledge by using physical activities that involve them into a both dynamic environment and teaching an L2. Next, it will be explained the most important approach in language teaching known as Communicative Language Teaching. This method can be useful because provides students a useful teaching framework if it is applied in an adequate way and must be taken into consideration in Colombia Bilinge Program. Communicative Language Teaching (CLT)

Previously, TPR offered a feasible, optimal way when teaching an L2. But it was necessary to propose a method in which the L2 was seen as a useful tool which involved the use of all the skills and also comprehend language rather than follow simple commands. For this reason in 1959, Harmer (1991) argued that Chomsky published a strong attack on Skinner's Verbal Behavior which became justifiably famous. When Chomsky reviewed Skinner's book, he explained his rejection of the behaviorist view of language acquisition in the way how a baby learns a language, based on his model of competence and performance. Chomsky made some assumptions justifying his rejection of the behaviorist view in which he argued that language is not learnt-behavior, because young children can say things that they have never said before, and how it is possible that a new sentence in the mouth of a four-year-old is the result of conditioning. Thus, Chomsky claimed that children are biologically prepared to learn and acquire a language, the environment makes a basic contribution (people who interact with the child) but the childs internal endowment will help to comprehend a language. Harmer (1991) said that Chomsky proposed two concepts within language acquisition. These concepts were competence (knowledge) and performance (the realization of this knowledge as sentences) competence is what a child gradually acquires, and this language competence (or knowledge of the grammar rules) allows children to be creative as language users (interaction) but it was also implied a critical period into this process of acquisition. We could see that Chomskys studies proposed new ways in order to explain the process of acquiring a language. What it is important for learners is to activate the abstract abilities, then this knowledge will be useful for creative performance later rather than memorization. Chomskys assumptions related to communicative competence and language acquisition shed some light on the field of language teaching.

According to Richards & Rodgers (2001) Communicative Language Teaching (CLT) had its origins in the late 1960s. This method derived from communicative approach which claimed that the goal of language learning is promoting Communicative Competence, a term coined by Hymes (1972) in which he argued the linguistic view developed by Chomsky. He proposed that competence is developed by joining communication and culture. Also CLT included making meaningful communication and foreign language instruction applied in all classroom activities. Richards, J. & Schmidt, R. (2002) claimed that CLT appeared as a reaction against grammarbased approaches such as the behavioral audio-lingual method and Situational Language Teaching which was developed by British language teaching specialists between 1940 and 1960. Situational Language Teaching is a grammar-based method in which principles of grammatical and lexical order are used. Then the topics to be taught are presented and practiced through situations e.g. at the bank, at the supermarket, at home. Richards & Rodgers (2001) claimed that with the increasing interdependence of European countries, it was necessary to teach people languages of the European Common Market and the Council of Europe. The Council of Europe is an organization for cultural and educational assistance in which education was paramount. For this reason, this organization sponsored conferences on language teaching, produced texts and monographs about language teaching. Then in 1971 a group of linguists decided to search for courses based on a unit-credit system, which consisted in a language-learning system suggested by The Council of Europe along with the Threshold Level (it refers to the minimal level of language proficiency which is needed to achieve functional ability in a foreign language). In this system the language program is divided into portions or units Taken from: Richards, J. & Schmidt, R. (2002) Longman Dictionary of language teaching and applied linguistics 3rd edition. Pearson: Pearson group limited.

Each of these units represents a selection of the learners language needs and is related to all the other units in the program. If one student succeeded in each unit given and then received an official recognition the system is known as a unit-credit system. It has been noticeable the work carried out by the Council of Europe to improve the teaching of foreign languages. The cultural and economical factors pushed people to interact and negotiate among them. Also some students who had the opportunities to study in another country needed to learn a foreign language. Thus, it began a new era in language teaching where learning a foreign language did not only include memorizing grammar rules and vocabulary lists, but it was also necessary to know about other factors such as culture and context where the language is used. Also Savignon (2002) discussed that CLT also placed great emphasis on helping students to use the target language in many contexts and places. Another aim was to find many learning language functions. Unlike the previous methods, CLT focused on helping learners to understand the target language rather than forcing them into developing perfectly grammatical structures or acquire native-like pronunciation. This methodology assessed student in terms of how well learners have developed their communicative competence. This competence can be defined as their ability to apply knowledge depending on the context the person could be placed (formal or informal) with an appropriate proficiency to communicate. The principles of Communicative Language Teaching are: 1. Language teaching is based on a view of language as communication. That is, language is seen as a social tool that speakers use to make meaning. Speakers communicate about something to someone for some purpose, either orally or in writing. 2. Diversity is recognized and accepted as part of language development and use in second language learners and users, as it is with first language users. 3. A learners competence is considered in relative, not in absolute, terms.

4. More than one variety of a language is recognized as a viable model for learning and teaching. 5. Culture is recognized as instrumental in shaping speakers communicative competence, in both their first and subsequent languages. 6. No single methodology or fixed set of techniques is prescribed. 7. Language use is recognized as serving ideational, interpersonal, and textual functions and is related to the development of learners competence in each. 8. It is essential that learners be engaged in doing things with languagethat is, that they use language for a variety of purposes in all phases of learning. Taken from: Savignon, S. (2002) Interpreting Communicative Language Teaching: Contexts and concerns in teacher education. London: Yale University Press. Richards (2006) explained that Communicative Language Teaching made a review and modified some of the language teaching goals, syllabuses, materials, and classroom activities and had a great impact on changes in language teaching in the world. CLT emphasizes on all aspect of teaching in order to develop learners communicative competence such as: 1. English for all purposes taking into account students needs, e.g. English used in a hotel, in business or academic purposes etc. 2. Establish a context to facilitate comprehension, e.g. in a bank, in an office, in the airport etc. 3. Students have to take part by performing a determined role in the context, e.g. a traveler, a businessman, a cashier etc. 4. The event where the dialogue is developed is important, e.g. everyday, professional, formal, informal or academic situations.

5. Realize the importance of language functions, e.g. introducing people, explaining what you mean, asking for help etc. 6. Know about what field of science the topic is about, e.g. religion, linguistics, history etc. 7. The skills (listening, speaking, reading and writing) are used when the student or the teacher present any topic: speaking when the student or the teacher explain the topic, listening when the class perceives the input, reading and writing are optional depending on the activity, the student or the teacher can hand out a brief reading about the topic to be explained, because students need to know something about it and writing is used when the teacher or the students ask the class to write a conclusion, essay or summary. 8. Know about the lexical variables found in the target language, e.g. differences among American, Australian and British English. Thus far, CLT is an approach that offers students more opportunities to interact by means of pair and group work that require negotiation and cooperation between learners. Fluency-based activities by using real-contexts problems that encourage learners to discuss and propose possible solutions, role-plays in which students practice and develop language functions. Finally, it is also important to make appropriate use of grammar and activities that imply pronunciation. Richards (2006) also offers other classroom activities used in CLT, those are: Task-completion activities. Those activities comprehend puzzles, games and map-readings which focus on how students use their target language structures in order to complete the task. Information gathering activities. By means of surveys, interviews and researches students collect information by using the target language.

 Opinion-sharing activities. Debates in which students compare opinions, beliefs and values. Information-transfer activities. These activities consist in making pairs, student A has the information that student B do not. So student B asks for information in order to accomplish the task. Role plays. Activities in which students have to act out a determined situation. Finally, students can be accurate at the moment when they have to learn a topic. They are able to make activities, workgroups and allowing them to gain both confidence and accuracy when learning any topic. Also if this method is applied in the schools taking into account the age factor, it will be very useful. CLT would provide students many activities in which they have to give ideas and find solutions to a determined problem or situation. In the next section, some of the communicative approaches that support CLT such as Task-Based Language Teaching, Cooperative Language Learning, and Content-Based Instruction are presented. Content-Based Instruction Content-based instruction (CBI) is an approach that appeared in order to convey foreign language instruction by using academic subjects such as history, music, or literature, which are taught in a foreign language. Richards (2006) exposed that this approach is used in immersion programs at elementary and secondary school or even university. It is remarkable that in this approach content is the main vehicle in which the class is based on. It means that in traditional approaches grammar, texts, skills and language functions are taken into account first, once these topics have been decided and organized, content is applied. For example, a class in which simple present tense is the topic to be taught, the teacher begins to organize how to teach grammar, what exercises in the book have to be solved etc. but in a content-based class, the context or content for

practicing the tense is selected first, grammar, textbooks exercises etc are taught later. CBI adopted some principles in the field of language teaching whereby: People have opportunities to learn successfully a language when they use it as a means of acquiring information. This approach is suited to attend students needs when learning an L2. Content is the learning key, because it provides a framework in which students can use all the skills.

Also, Richards (2006) said that CBI can be used in many learning situations such as: Framework of a unit of work. The teacher can explain a determined topic by using the target language, e.g. the subject: cognitive psychology and the topic to be explained: paradigms. First, the teacher classifies the main topics about paradigms, then the teacher involves students into doing reading activities, making writing reports, debates etc. Guide principle for an entire course. This instruction is common in EFL contexts, students have to take 2 levels of English which are necessary in order to complete the study program, students have to take some courses about AIDS, ecology, Native Americans etc. by means of these subjects, students learn an L2, e.g. in Colombia universities, it is mandatory that students who are studying a determined career must take English levels, excepting those who take a career which involves foreign language teaching. In some EFL contexts, CBI could be somewhat difficult at first because learners who are accustomed to being taught exclusively in their first language could feel uncomfortable if the

teacher speaks using the L2 through all the class. In this part, teachers need to be very careful at the moment they help learners to understand what they explain because a particular issue found in students is that they are expected to express themselves in the foreign language in a fluent way. CBI offers more possibilities for students to be exposed to target language by including other subjects. In addition, task-based instruction also provides learners with opportunities to use language in order to interact and share information when solving a determined task. Task-Based Instruction In 1979 in Bangalore, Southern India, Prabhu set up a project which used task-based learning in a very different context, he and his colleagues worked on secondary schools which applied traditional methodology and syllabuses which were based on grammar instruction. Prabhu suggested that if classes were meaning-based, the language would be learned incidentally. For this reason, it was necessary to propose a series of tasks which included problem-solving elements: when students have to solve a problem, they have to be in contact with language, but this contact happens because the students are actively involved in finding solutions to the tasks. Prabhu called procedural syllabus to those tasks which he and his colleagues had proposed in this approach, Larsen-Freeman (2000). Larsen-Freeman (2000) asserted that a procedural syllabus is that in which students have to deal with activities where interaction among peers is important, activities such as using the telephone to obtain information, drawing maps based on oral instructions, performing actions based on commands given in the target language, giving orders and instructions to others, etc. those activities proposed a more effective way of learning a language, because they provide a framework in which students have to use language for learning rather than learning a language in terms of memorizing rules and vocabulary lists, by means of these activities students have more opportunities to participate, share ideas and make use of the target language.

Richards & Schmidt (2002) explained that Task-Based instruction (TBI) is also an extension of the principles of Communicative Language Teaching based on using communicative and interactive tasks as the means of planning and conveying language instruction. Such tasks provide an effective basis for language learning, because they involve meaningful communication and interaction, enabling learners to acquire grammar as a result of use language in real situations. Task-based language teaching is intended to change the traditional syllabus, based on grammar teaching, and begin to use more communication. It is important to notice that tasks are the bases in which this approach applies its principles, according to Richards (2006) TBI tasks are those activities that students have to solve using the target language structures that they possess in order to share ideas among their peers and unconsciously, students acquire new vocabulary when they exchange ideas. The task in terms of TBI can de divided in two kinds: Pedagogical tasks, those are activities in which students have to make use of specific interactional strategies and skills and develop the cognitive abilities (grammar, vocabulary etc) for example, two students who have to find the differences between two pictures may be a pedagogical task, because the purpose is to develop skills such as vocabulary, comprehensible input and also being concentrated on the differences, although there is interaction those kind of activities are not found in the real world, but help students to develop useful language use when they interact. On the other hand, Richards (2006) claimed that Real-world tasks provide students a real situation in which students are able to use it when they have to face a determined situation in the real world. For example: making interviews, asking for information at a customs office, in a hotel or asking for a meal etc. students practice different real-context dialogues in order to be previously prepared when they have to face such situation. The objective is that students know how to be prepared to use language, for this reason the characters should be given at random by

the teacher rather than being selected by the students. In the real life, dialogues among people are not prepared, those happen spontaneously, without previous rehearsal. Also, Jane Willis (1996) in Richards (2006) proposed six types of tasks in TBI in which students can be more involved in the process of learning an L2: Listing tasks. Activities where students have make a list in which they include items to be if they would go hiking, go to a party, go to the beach etc. Sorting and Ordering. In this part, students have the opportunity to choose what things could be more important when they decide to carry out some of the activities mentioned previously. Comparing. In this activity, students have to establish differences among different tasks that teacher provides. For example, students have to choose the best option to advertise two different supermarkets. Problem-solving. Students read articles about real life situations, they choose one and give possible solutions to this problem. Sharing personal experiences. Students share their experiences or a problem some of them could be passing through. Creative tasks. Activities in which students give opinions in order to change the appearance of something, for example: decorating a house, how to wear appropriately when attending to a formal/informal meeting etc. Competency-based instruction Richards & Rodgers (2001) stated that Competency-based language teaching (CBLT) was an approach that has been widely used since 1970, this approach has been put into practice in many countries such as Thailand, Philippines and Indonesia. CBLT focuses on using English

skills in everyday situations, rather than teach language isolated because this approach combines both language and concrete tasks. Concrete tasks just include the main linguistic forms to be used in real-life situations by using specific settings such as: a hospital, an airport, a factory etc. Those activities prepare students to be able to deal with the new challenges in the world, also enable them to look for a job, to describe personal skills when filling a job application and to understand the main aspects of the job and ask for assistance when necessary. Although there are some misconceptions about this approach in which some pedagogues discuss that this is a reductionist approach, because language learning is based on a list of expressions to be used depending on the place and the people around that place, but language use is not stuck to scripts, this process requires also cognitive processes and language strategies when it is used. Richards (2006) we can see the importance of CBLT in the classroom, despite its drawbacks this approach tries to look for outcomes rather than teach language rules every class, also gives students more opportunities to interact by using real contexts and know how to use language forms depending on the place a person is. Cooperative Language Learning (CLL) Richards & Rodgers (2001) argued that CLL had its origins from the theoretical work developed by Jean Piaget (1965) and Lev Vygotsky (1962) because those developmental psychologist emphasized on the role of social interaction in learning process, then it appeared the approach known as Collaborative Learning (CL), also often used in Communicative Language Teaching. Cooperative learning was proposed in order to encourage students to work together in small co-operative groups. In the early twentieth century, John Dewey was the person who pioneered in the U.S. the idea to foster in the schools cooperative activities among the students, pedagogues agreed with this approach because the old methods were teacher-centered, fostered competitiveness rather than cooperation and only the best students had opportunities to stand out.

It was said that this approach helps to increase students learning because it is less threatening for many students, they can feel more confident speaking among their peers than speaking aloud in front of the whole class, it allows students to take part in the class by discussing the topics proposed by the teacher, when applying cooperative activities, the class is more student-centered and the teacher appears as an advisor, assisting students when they do not understand some features such as pronunciation, grammar or the purpose of the activity. Also Richards & Rodgers (2001) added some of the activities used in CLL, those are: Peer Tutoring. Students can help each other, by means of tutoring each other. Jigsaw activities. By making workgroups, each group has a piece of information needed to complete a whole group task. Co-operative Projects. Students work together and share ideas in order to produce a product, such as a written paper or group presentation. Co-operative/Individualized. Each student works individually when using individualized learning materials, then s/he contributes to a team with his/her ideas so as to get a team grade. Co-operative Interaction. Students work together to complete a task, such as a laboratory experiment, a recipe or presenting a determined topic. We can say that CLL proposes some important features in language teaching that could be applied in our context, for example group activities could help students to interact among them, and they share and provide ideas in order to complete a determined task. Despite its misconceptions in which some have argued that students which possess little English level could obtain benefit form those ones who have a high level, CLL could be applied at every context because it enhances learning and interacting skills. In this part, we could see the importance of

the new methodologies so as to teach an L2, it has been a long process in which linguists, pedagogues and also the SLA theorists have shared their knowledge and contribute to shed light on the field of language teaching. The first methodologies were limited and students grasp little knowledge, because the goal was to know about literature rather than developing communicative competence. Somehow, Communicative Language Teaching appeared as a key method because tried to give language a holistic meaning, it took into account all the skills and also comprehend language rather than memorization exercises. CLT has been applied in many classrooms in the world, when this method is combined by using the approaches previously mentioned (CBI, TBI, CBLT and CLL) it is feasible to profit the teaching of L2. In Colombia, the teaching of English has not been considered as something important, but this fact does not mean that schools in our country accept this situation because it is important to notice that in our country, most of the institutions both elementary and secondary have proposed the teaching of a L2, but this subject has been taught inappropriately, because the teachers are not real English teachers and also because English has not been considered as a subject as important as Mathematics, Spanish, Biology etc. English is only required and taught as a requisite to take the ICFES exam. If the institutions keep on mind these assumptions about foreign language learning and they do not take into account the real situation about language teaching, Colombia Bilinge program would probably fail and everything would remain in words. This program could be successful if there is an adequate teaching of English including foreign language teachers and also proposing and applying methodologies, techniques in order to foster English learning.