ABSTRACT
In the last chapter, I told three stories of how language is acquired. One of them, behaviorism, turned out to be false, and the other two, the cognitive approach and the social/cultural approach, seem to be on the right track although there are some conflicts between them. In this chapter, I will de-scribe three approaches to how language can be taught, or, as some scholars would prefer to put it, how teachers can facilitate language acquisition. Throughout the discussion, we will see that theories about language teach-ing are related to broader educational theories about what constitutes good teaching in general, and we begin with a review of these broader theories.
