In Anglo-Saxon literature on the ascendent up method, has begun to use other nomenclature, ascendent methods that call botton up and descending methods, top down, too, of course, talk about mixed methods.
The bottom-up methods, focus on the elementary units of which goes up to more complex units. They are the letters, phonemes, syllables, and combine to more complex units such as words, sentences and texts. Depending on the initial unit, the methods are alphabetical, in which the most important unit is the script (the name of the letter), the phonetic attach importance to the phoneme and the syllable to syllable.
The types of activities would be bottom-up approach spellings discrimination, fragmented words, the association of syllables in drawing and gestures association with the sound, among others.

Learning Strategy training
Students of foreign language are being encouraged to learn and use a broad range of language learning strategies that can be tapped throughout the learning process. This approach is based on the belief that learning will be facilitated by making students aware of the range of strategies from which they can choose during language learning and use. The most efficient way to heighten learner awareness is to provide strategy training (explicit instruction in how to apply language learning strategies) as part of the foreign language curriculum. This digest discusses the goals of strategy training, highlights approaches to such training, and lists steps for designing strategy training programs.
Strategies can be categorized as either language learning or language use strategies. Language learning strategies are conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language. They include cognitive strategies for memorizing and manipulating target language structures, metacognitive strategies for managing and supervising strategy use, affective strategies for gauging emotional reactions to learning and for lowering anxieties, and social strategies for enhancing learning, such as cooperating with other learners and seeking to interact with native speakers.

Cooperative learning

It is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.
Cooperative efforts result in participants striving for mutual benefit so that all group members. This strategy promote student learning and academic achievement, increase student retention, enhance student satisfaction with their learning experience, help students develop skills in oral communication, develop students' social skills, promote student self-esteem, and help to promote positive race relation.
The elements of Cooperative Learning are: positive interdependence, face-to-face interaction, individual and group accountability, interpersonal small-group skills, and group processing. As well, activities that could be used during cooperative learning are: Jigsaw, think-pair-share, three-step interview, round robin brainstorming, three-minute review numbered heads, together team pair solo, circle the sage, and partners.

Multiple intelligences (H. Gardner)

The theory of multiple intelligences suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees. Gardnerproposes seven primary forms: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills).
According to Gardner, the implication of the theory is that learning/teaching should focus on the particular intelligences of each person. For example, if an individual has strong spatial or musical intelligences, they should be encouraged to develop these abilities. Gardner points out that the different intelligences represent not only different content domains but also learning modalities. A further implication of the theory is that assessment of abilities should measure all forms of intelligence, not just linguistic and logical-mathematical.
Gardner also emphasizes the cultural context of multiple intelligences. Each culture tends to emphasize particular intelligences. For example, Gardner (1983) discusses the high spatial abilities of the Puluwat people of the Caroline Islands, who use these skills to navigate their canoes in the ocean. Gardner also discusses the balance of personal intelligences required in Japanese society.

The main idea behind these approaches is to teach English through communication rather than for it. Important principles are: students know that language learning is a means to an end and not an end in itself, learning authentic subject matter, using language not only orally but also to read and write about interesting and relevant content. The teacher makes use of themes and topics that appear in students' discussions which in turn forms the 'syllabus.'

It is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language.
This method is learner-centered and emphasizes real-life situations and communication in context. The characteristics of the teaching and learning process are: almost everything that is done is done with a communicative intentional purpose. Students use in the language a great deal through communicative activities such as games, role plays, interviews, pair work, problem - solving tasks, and so on. Activities that are truly communicative have three features in common: Information gap, choice, and feedback. In conclusion, true communication is purposeful; and the feelings of the students can be motivated and useful.

It is a language learning method based on the coordination of speech and action. It was developed by James Asher, a professor of psychology at San Jose State University, California. It is linked to the trace theory of memory, which holds that the more often or intensively a memory connection is traced, the stronger the memory will be. Some objectives of this method are: teaching oral proficiency at a beginning level, using comprehension as a means to speaking, using action-based drills in the imperative form, that are reached with the response of physical movements made by the students to a specific comand, like the game Simon says, where the teacher say something to do and the students should response it.