Methods and approaches continue to play a key role in shaping our approach to second/foreign language teaching and learning, in particular to Teaching English to Speakers of Other Languages (TESOL). This speech will identify the three main types of methods and approaches to TESOL (structural, functional, and combined structural-functional), illustrate their classroom pedagogy, and discuss their underlying theoretical principles. It will be argued that the combined structural-functional approaches that have appeared in the last three decades, in particular cooperative language learning (CLL), project-based teaching (PBT), and task-based language teaching (TBLT), show clear progression towards alignment with effective and principled language pedagogy. The most prominent of these is the TBLT approach. Nevertheless, several contextual challenges and constraints face the full implementation and utilization of TBLT. By way of exemplification, the speech will illustrate an adaptation of the TBLT approach that speaks to the needs and demands of the specific context of TESOL, the ultimate aim being to empower teachers and enable them to take the right decision that suits their learners and their specific teaching situation.