In this third part, we turn to another important and quite interesting approach in language teaching history: the Audio Lingual Method, often known as ALM.

The Audio Lingual Method developed during the 1940s and 1950s, mainly in the United States. At that time, it was first known as the Army Method. It was created out of necessity during World War II when soldiers needed to quickly learn foreign languages for communication and diplomatic purposes. The goal was not to analyse literature or translate texts, but to speak and understand a language in real situations and in a short time.

ALM is based on the idea that language learning is a habit. Just like we learn how to ride a bicycle through practice, language also can be learned through repetition, drills and memorisation. Instead of focusing on grammar rules, students listen, repeat and memorise patterns of sentences with the teacher.

In an ALM classroom, the teacher plays the central role, unlike the Communicative Teaching Method. Lessons usually begin with a dialogue. Students listen carefully to the teacher or a recording, then repeat the sentences again and again; this is called the repetition drill. This is followed by drills such as substitution drills, transformation drills and question-answer practice.

This is where the students will substitute one part of the dialogue with another word to fit another situation or transform it into another similar sentence structure. For example, the teacher might say, “I am going to school.” Students repeat it. Then the teacher changes one word, “He is going to school.” Students repeat again. Slowly, learners build sentence patterns in their minds without directly studying grammar rules.

Mistakes are corrected immediately.

The idea is to prevent wrong habits from forming. Speaking and listening are given more importance than reading and writing, especially in the early stages, as the main purpose of ALM was to develop quick and accurate speaking skills. It aimed to make learners fluent in basic communication within a short period of time. Because obviously, during war, you would have the need to speak and not write.

However, critics later argued that it often created learners who could repeat sentences well but struggled to use language creatively.

When we look at Bangladesh, ALM becomes quite interesting.

Even though the national curriculum has CLT, in our education system there is a strong culture of memorisation and repetition. Students are used to learning by heart, whether it is grammar rules or written answers. Because of this, ALM may actually feel familiar and comfortable to many learners. In fact, in many English-speaking coaching centres across Bangladesh, we can already see elements of ALM. Teachers often make students repeat sentences like “How are you?” “I am fine” or “What is your name?” again and again. They practise set dialogues for everyday situations such as how to introduce yourself and how to ask questions. This is very close to the Audio Lingual approach.

If applied properly in schools, ALM could help students build confidence in speaking.

For example, in a classroom, in discussion or speaking classes, the teacher might create a situation like buying a train ticket. Students repeat and practise the dialogue multiple times until they become comfortable. This would be especially effective in rural schools where exposure to English is limited and such structured repetition can give students a starting point.

However, it is also important to think about who benefits most from this method. For young children, Communicative Language Teaching may be more suitable because it allows them to learn through interactions, games and natural communication. Children often learn better when they are free to express themselves. On the other hand, an adult learner who has never studied English before may respond well to ALM. For example, a worker preparing to go abroad might prefer practising fixed sentences like “I need help” or “Where is the office?” through repetition. In such cases, ALM provides quick and practical results.

At the end of the day, no single method is perfect for everyone. Each learner has a different way of understanding and remembering. Some prefer structure and repetition, while others prefer interaction and creativity. This is why studying different teaching methods is important. The Audio Lingual Method reminds us that practice and habit still play a powerful role in language learning.

Part 1: https://tbsgraduates.net/education/understanding-english-teaching-methods-part-1-grammar-translation-method/

Part 2: https://tbsgraduates.net/education/understanding-english-teaching-methods-part-2-communicative-language-teaching/