The goal of this paper is to diagnose the references to the foreign language teaching approaches that permeate the acquisition processes of speakers and learners of FL/SL by collecting learner history narratives, as well as to reflect on how these memories influenced the usage of a given approach in the classroom as these individuals act as foreign language teachers. Special attention was given to the language teaching for specific purposes either as an approach or as a methodology of the communicative approach as described by the learners. In general, the results have shown that the grammatical approach was the one that actually permeated the acquisition processes and the acts of teaching. However, this conclusion changed significantly when the responses of teachers with a master's degree in Applied Linguistics were considered. Language teaching for specific purposes, by its turn, was little mentioned in the narratives, and yet it was considered as a methodology of the communicative approach.
narrative; foreign language teaching approach; FL/SL acquisition