Concerning trends in English language pedagogy, it is correct to affirm:

Pedagogical implications are currently gaining attention across the research domains of World Englishes, English as an International Language, English as a Lingua Franca and Global Englishes, offering new possibilities to validate native-speaker norms.

The proponents of Communicative Language Teaching (CLT) sought to build a classroom teaching approach based on a structural orientation for guided and drilling practices in the classroom and a communicative orientation that relied on a partial simulation of meaningful exchanges that take place outside the classroom.

In the 1990s a few scholars in the area of ELT criticized the notion of teaching method. Prabhu, for example, argued against the idea that it would be possible to find the best method. However, the criticism was met with resistance from most scholars and the post-method discussion ended by the turn of the century, reassuring that method should remain a valuable and viable construct.

An offshoot of Communicative Language Teaching, Task-Based Language Teaching is linked to a set of particular methods, in which special attention is given to the design of language-centered tasks, that is, tasks that draw the learner’s attention primarily to linguistic forms.

Communicative Language Teaching emphasized “competence in terms of social interaction”, being built upon theoretical principles oriented to language communication, particularly Austin’s speech act theory, Halliday’s functional perspective, and Hymes’ theory of communicative competence, which incorporates interactional and sociocultural norms.