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Alan Waters (AW): In answer to the first of these questions, I think it depends on whether you are talking about theoretical or practical developments. As I have tried to explain in a paper on the subject that appeared in ELT Journal in October last year (Waters, 2012), if you look at the ‘professional discourse’ (major publications, conference presentations, electronic discussions, and so on), the main theoretical developments over the last 20 years or so range from the ‘postmethod condition’ (the idea that prescribed ways of teaching such as Audiolingualism are not a credible basis for methodology), through ‘appropriate methodology’ (the idea that the most effective kind of methodology will be based on the sociocultural norms of the teaching situation) to, ironically enough, a renewal of ‘methodism’, one caused by the way that a ‘communicating to learn’ approach is increasingly advocated as the single best method. In the latter approach, learners use language to solve problems and (in theory, at any rate) acquire a knowledge of grammar and so on as a by-product of the communication work. Examples of methods based on Chit Cheung Matthew Sung

Language teaching methodology and teacher education: Trends and issues—An interview with Alan Waters