GRAMMAR TRANSLATION METHOD: AN EFFECTIVE APPROACH TO TEACH ENGLISH AS A SECOND LANGUAGE IN A BILINGUAL COUNTRY
Abstract
This article examines the Grammar Translation Method (GTM) as a relevant and effective pedagogical approach for teaching English as a second language in bilingual educational contexts. Drawing on four years of classroom experience as a university English teacher, the author explores how GTM supports learners whose native language shares structural similarities with English, enhances reading comprehension, builds grammatical accuracy, and facilitates the development of academic vocabulary. The article presents practical classroom strategies grounded in GTM principles and evaluates their effectiveness through illustrative examples. While acknowledging the limitations of the method, this study argues that when thoughtfully adapted to modern learner needs, GTM continues to offer substantial value — particularly in bilingual countries where L1 literacy can be leveraged as a cognitive bridge to L2 acquisition. The findings suggest that a blended approach, integrating GTM with communicative tasks, produces more holistic and sustainable language learning outcomes.
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