Educators realized that to motivate these students an approach with a more immediate reward was necessary, Additionally, the trend of progressivism in education provided further pressure for educators to change their methods.
Progressivism holds that active learning is more effective than passive learning; consequently, as this idea gained traction, in schools there was a general shift towards using techniques where students were more actively involved, such as group work.
Foreign-language education was no exception to this trend, and teachers sought to find new methods, such as CLT, that could better embody this shift in thinking.
This increased demand included many learners who struggled with traditional methods such as grammar translation, which involves the direct translation of sentence after sentence as a way to learn language.
Education was a high priority for the Council of Europe, and they set out to provide a syllabus that would meet the needs of European immigrants.
Among the studies used by the council when designing the course was one by the British linguist, D. Wilkins, that defined language using "notions" and "functions", rather than more traditional categories of grammar and vocabulary.
In Europe, the advent of the European Common Market, an economic predecessor to the European Union, led to migration in Europe and an increased population of people who needed to learn a foreign language for work or for personal reasons.
At the same time, more children were given the opportunity to learn foreign languages in school, as the number of secondary schools offering languages rose worldwide as part of a general trend of curriculum-broadening and modernization, and foreign-language study ceased to be confined to the elite academies.
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