The Audio‑Lingual Method (ALM) is often reduced to a caricature: chanting, drilling, “repeat after me”. Yet many teachers apply its principles daily without even realising it — every time they model, prompt, and elicit accurate repetition. Beneath the stereotypes lies a method with a clear internal logic, a behaviourist foundation, and a set of techniques that—when used intentionally—can dramatically boost accuracy, confidence, and automaticity in the language classroom. How