7. Alternative assessment: new forms of assessment are needed to replace traditional multiple-choice and other items that test lower-order skills. Multiple forms of assessment (e.g. observation, interviews, journals, portfolios) can be used to build up a comprehensive picture of what students can do in a second language.
8. Teachers as co-learners: the teacher is viewed as a facilitator who is constantly trying out different alternatives i.e., learning through doing. In language teaching this has led to an interest in action research and other forms of classroom investigation
These changes in thinking have not to the development of a single model of CLT that can be applied in all setting. Rather, a number of different language teaching approaches have emerged which reflect different response to the issues identified