This method was created by Maximilian D. Berlitz, 1852-1921, and it was used extensively in Rhode Island, USA, where he opened the first language school.The aim of Berlitz was to immerse students in the target language. He believed that people or students could learn a second language by imitating the way children learn their first language; that is, directly and without explanations of grammatical rules and using only the target language. Therefore, grammar was taught inductively, students had to figure out the grammar rule. The main objectives were speaking and listening comprehension, not translation; for this reason, vocabulary was introduced in context and through demonstrations and pictures; and an emphasis was placed on correct usage and pronunciation. Students had to learn how to write by taking dictation in the target language.The main characteristics of this method was: Teaching in the target language, using only the first language during classes, where second language or translations are not allowed. It is language where teacher puts emphasis, and grammatical rules or giving meaning of words is not used. Therefore, structures or explanations of the target language it is not admitted. The vocabulary used in class is only useful everyday' language, thus it has to refer to the immediate area of work of the students, such as: classroom, home, the garden, etc.Advantages It is a natural method which teaches language in the same way the mother tongue is acquired. Only the target language is used and the learning is contextualized. Its emphasis on speech made it more attractive for those who have needs of real communication in the target language. This method is based on full of activity so, it is very interesting, exciting.Disadvantages It is practically impossible to apply it in public schools, because of the limitations of budget, classroom size, time, and teacher background. It required teachers who were native speakers or who had nativelike fluency in the foreign language. It was largely dependent on the teacher's skill, rather than on a textbook, and not all teachers were proficient enough in the foreign language to follow to the principles of the method. Limited vocabulary, it restricts the range of vocabulary as all words cannot be directly associated with their meanings. It takes much time for teacher to explain the words that might be trivial when a simply explanation in the students language could solve problems with understanding.