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Communicative language teaching
Communicative language teaching (CLT) is an approach to the teaching of languages that emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms , it continues to be popular, particularly in Europe, where constructivist views on language learning and education in general dominate academic discourse.
In recent years, Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI), has grown steadily in popularity. TBLL is a further refinement of the CLT approach, emphasizing the successful completion of tasks as both the organizing feature and the basis for assessment of language instruction.

Language immersion
Language immersion puts students in a situation where they must use a foreign language, whether or not they know it. This creates fluency, but not accuracy of usage. French-language immersion programs are common in Canada in the provincial school systems, as part of the drive towards bilingualism.

Minimalist/methodist
Paul Rowe's minimalist/methodist approach. This new approach is underpinned with Paul Nation's three actions of successful ESL teachers. Initially it was written specifically for unqualified, inexperienced people teaching in EFL situations. However, experienced language teachers are also responding positively to its simplicity. Language items are usually provided using flashcards. There is a focus on language-in-context and multi-functional practices.

Directed practice
Directed practice has students repeat phrases. This method is used by U.S. diplomatic courses. It can quickly provide a phrasebook-type knowledge of the language. Within these limits, the student's usage is accurate and precise. However the student's choice of what to say is not flexible.

Learning by teaching (LdL)
Learning by teaching is a widespread method in Germany, developed by Jean-Pol Martin. The students take the teacher's role and teach their peers.

Silent Way
The Silent Way is a discovery learning approach, invented by Caleb Gattegno in the 50s. It is often considered to be one of the humanistic approaches. It is called The Silent Way because the teacher is usually silent, leaving room for the students to talk and explore the language.

Pimsleur method
Pimsleur language learning system is based on the research of and model programs developed by American language teacher Paul Pimsleur. It involves recorded 30 minute lessons to be done daily, with each lesson typically featuring a dialog, revision, and new material. Students are asked to translate phrases into the target language, and occasionally to respond in the target language to lines spoken in the target language. The instruction starts in the student's language but gradually changes to the target language. Several all-audio programs now exist to teach various languages using the Pimsleur Method. The syllabus is the same in all languages.

Michel Thomas Method
Michel Thomas Method is an audio-based teaching system developed by Michel Thomas, a language teacher in the USA. It was originally done in person, although since his death it is done via recorded lessons. The instruction is done entirely in the student's own language, although the student's responses are always expected to be in the target language. The method focuses on constructing long sentences with correct grammar and building student confidence. There is no listening practice, and there is no reading or writing. The syllabus is ordered around the easiest and most useful features of the language, and as such is different for each language.