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Structured, professional L2 (as distinct from spontaneous, natural L1) learning works best if managed in phases: actively eliciting and reminding of prior material, engaging with new material and discovering it (with some guidance as necessary), working actively with it in detail and then perhaps incorporating it into wider or freer language used for instance. Down the years several methods and techniques have come and gone, dependent partly on social and technological context (remember the language laboratories, such as the 2nd-generation ones ~ cassette, rather than open-reel ~ on which I trained as a ModLangs specialist 35 yrs ago?). The chances are that with a class of students mixed by background & original ethnicity, a balanced and monitored variety of techniques might maximise the chances of most students gaining the most through methods and approaches that suit their individual learning style (e.g. graphic support, imitation). A good and versatile teacher should have a range of such techniques at their disposal and instinctually shape their work to such students' benefit ~ rather than falling back each time on 'same old' techniques (and probably defaulting to 'too much teacher talk' to cover any silences in what may not in fact be the most helpful way).
