In my new book Becoming and Outstanding Languages Teacher, one of my themes was the idea that there is no need to be too dogmatic about language teaching methodology and that different approaches (within a principled framework) can lead to success for learners. So much depends on generic teacher qualities and the quality with which any approach is delivered. With that in mind, the final chapter featured descriptions of three quite contrasting approaches: AIM (Accelerated Integrated Methodology), TPRS and the bilingual approach developed by Barry Smith and used at Michaela Community School. For the input for the section of text about AIM I asked Pauline Galea, a well-known advocate for the approach in Canada, if she would write a "case study" for me, which she kindly did and which I included, with some editing, in the final text. I also added my own evaluation from my reading (although, as it happens, there is scant research evidence specifically in support of AIM). Paulin...
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