This is the fourth and final part of this mini-series of posts based on Charles Dodson's 1967 book. Each post has been based on a chapter but this one, though I will refer to elements of Chapter 4, is mainly a reflection on what we have seen so far.
Chapter 4, which is brief, considers the role of the technology being used in the late 1960s, namely the reel-to-reel tape recorder and language laboratory. He does not have an awful lot to say about these, but essentially sees the role of these as replicating what a teacher would do using his method. One value he sees with the language lab is that the students can work at their own pace. He suggests how exercises might be designed to maximise the number of 'listening and speaking contacts', as he likes to call them.
He quickly returns to his main arguments, however, notably that second language learning is unlike first, except for infant learners. (At this point the notion that only young learners had access to natural language learning processes - the 'critical period hypothesis - was widespread. It is now questioned and adults clearly still are able to 'pick up' languages just through exposure and use.) It is time, he argues, to rid ourselves of the 'sacred cows' of direct method and grammar-translation.
One other point... he devotes some space to how his method would be adapted for secondary modern (ones with lower IQ as he puts it). pupils. Esay. Do the same, but with less content.
Now to my general reflections.
Here is my brainstorm of points in no particular order.
- Meanings always transparent
- Skill acquisition approach
- Highly scaffolded
- Little genuine communication
- Both easy and hard to use
- Very teacher-led
- Importance of pictures
- Importance of accuracy
- Role repetition and recycling
- Efficiency of method
- Depends a good deal on personality of teacher
- Lots of English, but also lots of target language
- No pair work, a little group work
- Integration of four skills
- Primacy of speaking
- Minimal role for formal grammar
- Situational approach
- Chunk-based, not isolated words + grammar
- Transparent, structured method
- A situational method
Let's look at each in turn.
1. Meaning always transparent
The core of the bilingual method revolves around translation. Both the target language and the students' native language are used frequently, ensuring that students clearly understand language all the way. This heavy use of translation eliminates ambiguity and confusion, allowing learners to grasp the meanings of words, phrases, and structures without the guesswork that might arise in methods where the target language is used exclusively. This may benefit lower-attainers who find it harder to cope with lots of target language all the time, whatever scaffolding is provided (picture, gesture, occasional translation
2. Skill Acquisition Approach
This method focuses on building skills over time, moving from comprehensible receptive input to somewhat improvised language. Students steadily acquire listening, speaking, reading, and writing abilities. It has this in common with the modern EPI approach, though delivered in very different ways. With that analogy in mind Dodson's eight steps have a superficial parallel with Gianfranco Conti's MARS EARS sequence, if you are familiar with it.
3. Highly Scaffolded
The bilingual method is highly scaffolded, meaning that the teacher breaks down learning into manageable chunks. Students are supported at every stage, with the teacher providing translations, examples, and guidance. This structure ensures that students do not feel overwhelmed and can gradually build confidence in using the target language. It is also highly teacher-controlled with little room for communicative acts or pair work. It's like saying: "Here is our body of language. We are going to recycle this many times over, often by translating."
4. Little Genuine Communication
The method leaves little room for genuine communication in the target language. Since much of the classroom discourse involves translation and some explanation, learners are rarely required to engage in spontaneous dialogue. Only in Step 8 is there a semblance of communication through question-answer. No info gaps here! Discourse usually follows set patterns and is tightly controlled by the teacher.
5. Both Easy and Hard to Use
The method can be both easy and hard to use, depending on the perspective. For students, it is easy because there is little guesswork involved, and they are consistently given what they need for understanding. However, for teachers, it can be challenging, as it requires a balance between using the first language and the target language in appropriate contexts. Teachers must constantly ensure that they are providing meaningful input while still encouraging use of the target language.
6. Very Teacher-Led
The bilingual method is predominantly teacher-led. The teacher plays a central role in directing learning, providing translations, explanations, and maintaining control over the structure of the lesson. While this can create a highly organised environment, it also means that students are often passive participants in the learning process. A good deal of charisma would be required of the teacher.
7. Importance of Pictures
Pictures and visual aids are crucial in the bilingual method. While translation is heavily relied upon, images help reinforce vocabulary and concepts without the need for excessive explanations. They can provide context and make abstract words or ideas more tangible, aiding memory retention and understanding. Dodson is aware, howver, that pictures can be ambiguous are are not enough in establishing meanings.
8. Importance of Accuracy
Accuracy is highly valued in the bilingual method. Given the reliance on translation, it is essential that students learn the correct meanings and uses of words and phrases. There is little tolerance for ambiguity or approximate answers, as the goal is to ensure precise understanding and use of the language.
9. Role of Repetition and Recycling
Repetition and recycling of vocabulary and structures are key elements of the bilingual method. Teachers frequently revisit previously taught material, ensuring that learners have ample opportunity to practice and reinforce their knowledge. This repetition is essential for building long-term retention and confidence in using the language.
10. Efficiency of Method
The bilingual method may be efficient in delivering structured lessons, especially for beginners. By providing clear translations and structured exercises, teachers can cover a significant amount of content in a short time. However, this efficiency comes at the cost of spontaneous use of the language, which may be developed more slowly.
11. Depends on Teacher's Personality
As mentioned earlier, the success of the bilingual method often depends on the personality of the teacher. Teachers who are skilled in balancing the native and target languages can make the lessons engaging, even within the controlled framework. A teacher's enthusiasm, clarity, and ability to manage both languages effectively play a critical role in keeping students motivated and ensuring successful outcomes.
12. Lots of English, but Also Lots of Target Language
In a classroom using the bilingual method, there is a significant presence of both English (or the native language) and the target language. The teacher navigates between the two languages, using English to explain and clarify, but ensuring ample practice with the target language as well. This balance can help students feel more secure while still being challenged to use the new language.
13. No Pair Work, Limited Group Work
Pair work is rarely, if ever, used in this method. There is little emphasis on student-to-student interaction, as the teacher takes the lead in delivering content and guiding practice. However, some limited group work may occur, often for structured exercises or drills where the teacher can monitor for accuracy.
14. Integration of Four Skills
Despite its focus on translation and teacher direction, the bilingual method integrates all four key language skills: speaking, listening, reading, and writing. Each skill is developed systematically, often in conjunction with one another. Listening precedes speaking, with writing coming later but all within the same 'situation'.
15. Primacy of Speaking
Speaking holds a primary role in the bilingual method. While the other skills are integrated, oral practice is essential, as it allows students to apply the vocabulary and structures they have learned. Speaking exercises are often scaffolded and rehearsed, with an emphasis on accuracy. This was a welcome change from grammar-translation.
16. Minimal Role for Formal Grammar
While grammar is embedded in the bilingual method, it does not take center stage in the same way it does in methods like the grammar-translation method. Instead, grammatical structures are introduced in context, with explanations kept to a minimum. The focus is on using language chunks rather than isolated grammar rules. Dodson believes grammar is just too complex to teach bit by bit, especially with younger learners and weaker pupils.
17. Situational Approach
The bilingual method often takes a situational approach, teaching language in the context of specific situations. This situational focus helps learners acquire functional language that they can immediately apply in real-life contexts, even if the communication remains scripted. This is probably the closest the method gets to being communicative.
18. Chunk-Based, Not Isolated Words and Grammar
A key feature of the bilingual method is its focus on language chunks rather than isolated words or grammar points. Students learn phrases, expressions, and dialogues as a whole, which helps them understand how language functions in real situations. This chunk-based learning supports smoother and more natural language use.
19. Transparent, Structured Method
Ultimately, the bilingual method is a transparent, structured way of teaching a language. Its reliance on translation, repetition, and scaffolding creates a controlled learning environment where students feel confident that they understand what is being taught and why.
20. The method is based on ‘situations’ (dialogues, stories) so is a far cry from a grammatical PPP approach. Meaning is prioritised over grammatical form, despite the insistence on accuracy.
Concluding remarks
Parts of Dodson's method remind me of Barry Smith's 'Michaela' approach, based on Knowledge Organiser booklets with parallel translations, notably the use of translation, substitution, scaffolding and dictation. That approach is also very teacher-led, uses more reading aloud, avoids games, but also avoids pictures (unlike Dodson's approach).
There are hints of Conti EPI, though his preferred starting point is the sentence builder. Translation also plays a considerable role in this skill acquisition approach, as does chunking. But EPI is much less teacher-led, more varied, far more imaginative and gamified approach based on a much more detailed understanding of second language and cognitive science research. It is also a good deal more communicative, at least in the later stages of its cycle. We have come a long way since 1967 in understanding learning, language learning and pedagogical options. I wonder if many teachers in Dodson's day had even thought of classic communicative pedagogy such as the use of information gaps.
It is seriously hard to recommend the Dodson approach in this era, in my view, but he was ahead of his time in recognising the useful role of the first language and stressing the importance of careful scaffolding and intergration of the four skills. It was also important to react strongly against grammar-translation and the dominance of writing and written translation. It is all too easy to be critical of and snooty about old methods, of course. They were rooted in their era when expectations, traditions and settings were not the same. Dodson would not have dreamed of the internet, interactive boards, even cassette tapes! The comprehensive school had only recently become at all widespread. I doubt he had explored all the possibilities of pair work, language learning games and the role of communication. But he did see the importance of recycling chunked language and making language comprehensible at all times. Although this is a skill acquisition approach, when he uses terms such as 'assimilate' and 'imprint' he is, maybe unwittingly, acknowledging the role of unconscious, implicit learning. It's hard to see the fun in this method, unless the teacher is particularly charismatic, so it may not pass Dodson's own test of being usable by all.
Anyway... I hope you found this blog series interesting. It's a reminder that all approaches have their antecedents and that all methods come and go in the end, while leaving traces.
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