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Webinar recap: Challenging assumptions in language teaching

29/11/2025 - 08:26

How do research insights from Second Language Acquisition challenge the way we use coursebooks and teach grammar? In his webinar, Matt Done explored “Challenging Assumptions in Language Teaching.” Watch the recording and catch the key takeaways.

BELTA restarted its webinar series on 27 November 2025 with an engaging session by experienced ELT teacher and trainer Matt Done: “Challenging Assumptions in Language Teaching.”

Looking at assumptions in ELT

Matt opened by reflecting on his early career, when he relied heavily on coursebooks and training-course techniques and assumed that clear explanations, neat grammar syllabi, and successful tests meant effective learning. During his later MA studies, he found that much SLA research challenged these assumptions, especially the belief that learners will simply acquire what teachers choose to teach if lessons are well designed.

What SLA research highlights

He then outlined three key strands from SLA research. First, “ordered development” suggests that learners follow an internal route when acquiring grammar, which does not always match coursebook sequences and cannot be easily reordered by instruction. Second, “U-shaped behaviour” shows how learners may initially produce a form correctly, then overgeneralise and make errors, before later stabilising again, indicating that mistakes can be a normal sign of progress rather than simple regression.

Finally, Matt contrasted explicit learning (conscious rule study) with implicit learning (subconscious pattern building through exposure and communication). He highlighted growing consensus in SLA that implicit processes drive much of second language acquisition, while explicit teaching works best when used reactively to support communication and help learners notice language in input.

Implications for classroom practice

Rather than offering a new “method,” Matt suggested possible shifts in emphasis. These included giving more space to meaning-focused tasks, accepting developmental errors, using grammar more reactively in response to learner needs, and ensuring rich input so that implicit learning has a chance to operate. The lively Q&A touched on syllabus constraints, assessment, mixed-ability classes, and how teachers can make small, research-informed adjustments even within rigid curricula.

Watch, rewatch, and stay informed

If you missed the live session, or would like to watch it again, you can view the recording below or on the BELTA YouTube channel.

This webinar was the first in BELTA’s renewed online series. Look out for the next session planned for spring, as well as updates about BELTA Day and other professional development opportunities via our website and social media channels.