It is a time-honoredadage that there is “nothingnewunder the sun”and this statement certainly applies to second language instruction. One historian reviewing language teaching pedagogy in Europe and different English-speaking countries observed, “[M]uch that is being claimed as revolutionary in this century is merely a rethinking and renaming of early ideas and procedures . . . the total corpus of ideas accessible to language teachers has not changed basically in 2,000 years” (Kelly, 1969, p. ix; p. 363). The same methods have come in and out of fashion, and the same arguments for and against a particular approach presented today have been made many times in the past.