The Miscellaneous Approach to Language Teaching: A Critical Look at the Single-Method Approach Adopted in the Libyan Schools

In spite of all the obstacles and difficulties encountered in the Libyan and similar EFL learning and teaching contexts, teachers are still seeking to find the appropriate approach and methods which may better serve their local contexts. The main problem under investigation is the adoption of the single-method approach, represented in the new teaching methodology (CLT), which the Libyan and many other EFL teachers in different contexts find it difficult to implement in their classrooms. This new paradigm which underpins the new teaching syllabus in the Libyan schools has become a challenge, since the local environment where it is practised does not seem appropriate. Hence, it is worth thinking of another approach which could replace the single-method approach. This paper tries to evaluate current approaches to the methodology of teaching English in the Libyan context. First, I will introduce the context, describing the learners and the classroom, explaining what approaches and methods are followed, throwing some light on the syllabus and the regulations imposed by the ministry of education. Second, I will propose a feasible approach which may better serve the Libyan situation. This approach is based on the assumption that a collection of different methods (the eclectic approach) might help to achieve the goal- finding a more suitable way of teaching which can be useful, more flexible for teachers and, consequently, better serves the Libyan context