Throughout the last century, there have been an infinite number of changes in our society that have influenced

the way we teach. Though it seems to be difficult to predict future trends in education, one only needs to take a look at the past to realize that the development in the English teaching are a product of the technological and social transition around us. In other words, the metamorphosis in language education is just a response to the transitions our society experiences. As a result of the complex relationship between those changes and teaching techniques, great part of the people involved in ESL have standardized the procedures involved during the learning process. For instance, most of the strategies that are applied in the classroom simply routinized interactions that have the potential to produce exactly the same classroom outcomes wherever they are used in the world. Unfortunately, this attitude leaves little room for personalization; an alarming number of ESL teachers solely follow the course book without thinking that the methodology used in the classroom doesnt fill our students needs. Subsequently the learning experience turns into an unpleasant and monotonous experience where the students wants and needs are usually ignored. Obviously, it is very unlikely students learn this way. The concept of knowledge has changed from having information in the brain, to "having access to information about a particular topic and knowing how to use it". Something that we need to take into account whenever we made a class is that the more we involve decision-making and real contributions to the content of a lesson, the more appealing classes will be. We have to remember that our students will be in situations of vested interests such as advertising, sales and marketing, dealings with multinational corporations, politically motivated media, and so on; those are the kind of situations they need to go beyond the course text book and become analysts of the language itself. The author also offers six characteristics that may also function as a means of evaluating our teaching methodology. Those characteristics are: Coherence Significant content Decision-making in the classroom Use of students intelligence Cultural understanding Critical language awareness

Although it seems dark clouds are gathering in the horizon, there are still chances to mold it by looking for opportunities in these developments, to ensure that they enrich our lives by thinking out of the box in order to improve or pedagogic techniques.