TESOL stands for Teachers of English to Speakers of Other Languages. B.Kumaravadivelu talks about the major trends in TESOL since year 1991. Therefore, he categorizes the time before 1990 as a period of awakening and the one after 1990 as the period of awakening. The three major shifts that constitute the major transition in TESOL method since 1991 have been very effective. These are discussed below. First shift is from communicative language teaching (CLT) to task based language teaching (TBLT). CLT which is sociolinguistically oriented enables a student to use English effectively in communication i.e., the major objective language learning is interaction. TBLT on the other hand, is psycholinguistically oriented. This approach is learner-centered where students are made to perform numerous tasks in the second language. As the student interacts in the new language, gradually he acquires more fluency. Second shift has been from method-based pedagogy to post method pedagogy. This shift talks about the importance of a substitute to the method instead of changing the entire method. The concept of using a method has a very limited role in learning as well as teaching a language. Thus, an appropriate substitute to the method is the need of the hour. Third shift has been from systemic discovery to critical discourse. This is associated with realizing the fact that teaching or learning a language is not enough. It involves creating interesting language.