The focus is on speaking and listening rather than translation or memorisation of grammar rules.

Words and meaning are taught through actions, pictures and real-life examples.

The direct method began in the late nineteenth and early twentieth centuries as a reaction against the Grammar Translation Method. Earlier, language teaching was mainly focused on reading and writing, as is also the case currently in Bangladesh. Back then, many educators felt that this was not helping learners speak fluently. As a result, they introduced the Direct Method in classrooms. The direct method aimed to make language learning more natural, just like how children learn their first language.

In a classroom using the direct method, the teacher plays an active role. Lessons are conducted entirely in English. The teacher introduces new words by showing objects, using gestures or acting out meanings. For example, instead of translating a word, the teacher might point to a real object or draw a picture.

Students are encouraged to speak from the very beginning.

Now the question is, how likely is it that this method can be used in English classes in Bangladesh? If we think about a typical classroom in a Bangla-medium school, English classes are still taught using Bangla translations. Teachers explain everything in Bangla, and students rely heavily on memorisation. As a teacher myself, when I am teaching English to a student who has been conditioned by the methods used in Bangla-medium schools, they find it extremely difficult to speak or write naturally and seek rules or structures that they can memorise. This is because speaking is limited, and the consequence is that it leaves students feeling shy and unprepared to use English in real life. On the other hand, in English-medium schools, teachers are more likely to use English in class, but even then, the direct method is not always strictly followed.

The main challenge lies in the rule of the direct method that only the target language should be used. This requires a high level of confidence and skill from the teacher. But are all teachers in our country ready for this?

In reality, many are not.

For example, if a student asks the meaning of a simple word like “spicy”, how many teachers can explain it clearly in English without using any Bangla words? A teacher trained in the direct method would handle this differently. Instead of translating “spicy”, the teacher might say, “When food is spicy, it feels hot in your mouth.” Or the teacher could act it out by pretending to eat something hot and reacting to the taste. They might also give examples like, “Chilli is spicy,” or “Spicy momos.” In this way, students understand the meaning through context and experience rather than translation.

Effective use of the direct method requires practice and planning.

Teachers need to build their own speaking skills and confidence in English. They should prepare examples, actions and visual aids before the class. Asking simple questions and encouraging students to answer in full sentences is also important.

There are several key features of a classroom that follows the direct method.

First, only English is used for communication. Second, vocabulary is taught through demonstration and context, not translation. Third, speaking and listening are given priority over reading and writing, especially in the early stages. Fourth, grammar is taught indirectly through examples rather than rules. Finally, the classroom is interactive, with students actively participating instead of passively listening.

If used correctly, the direct method can transform English teaching in Bangladesh.

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/

Part 3: https://tbsgraduates.net/writeup/understanding-english-teaching-methods-part-3-audio-lingual-method/