CLIL (Content and Language Integrated Learning) is being said one of the latest trends in ELT. The pursuit of this model is to make a link between language learning and content development. That is to say, English learning is more oriented around school subjects (History, Science, Geography) development. The underlying principle is that english should not be the end of a language program but the means through which learners will acquire knowledge in other fields.

I think that this is a more academic and scientific orientation for which we,teachers, have to be well prepared. The approach demands not only the mastery of English and the management of ELT methods but certain degree of specialization in some disciplines.

e-learning and how it can be applied to ELT is probably a good area for research as the internet becomes more available to an ever wider group of students. How students interact and how the systems used facilitate that interaction is a question which will need to be understood to increase the effectiveness of this medium.

Blended learning is the approach that is at the cutting edge in education and with a wide range of possibilities for ELT. It helps teachers optimize language learning and teaching by using ICT (Information and Communication Technology) resources (internet, web-based tools, CD-Roms, etc.) in combination with face-to-face sessions. E-learning that encompasses the use of technological and electronical support for educational purposes embraces blended learning.

L3, L4 and L5 are becoming important. For example, Oman--where I teach--has just added German language (as an L3) to some of its high schools curriculum because of the backwash learning multiple languages have on cognition and working with students/employees/colleagues of many cultures. It is expected to have a positive effect on English teaching and learning eventually.

Task-based and Situated Language Learning and Teaching are among the latest trends in Elt nowadays and utilizing these approaches in Multi-User 3d virtual environments where users can have varieties of learning experiences in life-like environments (second life is the best) is said to change the nature of the learning experience. If anyone is interested in learning more, I can share a collection of related papers.

the role of CALL and MALL in language teaching/learning

intercultural competence : the interrelatedness of language and culture in language teaching/learning

the applicability of SCT in different contexts

This seems to be context sensitive question because in a country like Pakistan the number of the students is far greater than some other countries. The task-based or CLT is almost difficult to implement. Hence, its too vague a question to answer

I feel Embodied learning is the latest trend to be followed to reach students in a better way.

Problem based language learning is also attracting attention.

The concept of language learning/teaching is expanding both a. in content and b. in its depth.

a. The content expansion is represented by the CLIL/ESP integration, both at school and university targeting not only language-as-communication but also language-as-knowledge function.

b. The in-depth research of LL/LT leads to the revelation of learning-teaching neural textures, with a direct impact on ML and AI. This string is still to unwind.

Need Based Language Learning is gaining popularity in today's ELT world, especially in India. Learners are already motivated as they have a need. A combination of all possible methods and approaches is possible as the focus is on a need based language learning. ESP comes into effect in this method.

Faramarz Yaşar Abedi I reckon, 'translanguaging' is a rapidly-recognized approach to teaching multilingual speakers. A book by Garcia and Li Wei (2014) lays out core theoretical and practical issues related to this approach.

The emergence over the last 10 years of the analytic concept, 'Translanguaging', has had a forceful impact on the field of Applied Linguistics. This book addresses how it has contributed to our understandings of language, bilingualism and education. Ofelia García and Li Wei trace the development of the theory of Translanguaging and consider its relationship with traditional theories and models of language and bilingualism. Based on practices by students and teachers in a variety of educational contexts, this book describes how Translanguaging is used by bilingual learners to learn and by teachers to teach. Ultimately, the book affirms the transformative nature of Translanguaging; it involves the act of languaging between and beyond systems that have previously been described as separate, and in so doing, new meanings emerge and new understandings are generated, transforming not only semiotic systems and speaker subjectivities, but also social structures.

• ''methods of teaching english as a foreing language'': Throughout the history of teaching languages a number of different teaching approaches and methodologies have been tried and tested with some being more popular and effective than others. If you’re just beginning your TEFL career, it would be beneficial to be familiar with a few of these.

We are currently using a blended learning style in which the students do exercises built around a particular skill or concept before the lesson. The lesson then helps to practice and cement that skill or concept. The effectiveness of any methodology is dependent on the students' engagement with the materials and their own motivation. I would argue that any methodology that enhances the students' engagement is good, whether it is new, old, fashionable or not.

The branches of ELT such as ESP, EAP etc are yet to be researched. Each of the above have many components that are yet to be studied.

Negotiated instruction, teacher agency in students' learning, dialogic engagement of the students, etc. are the recent conceptions in ELT.