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There have been ongoing researches in creating innovative methods of teaching language to second language learners, with an eye on the ever-changing needs of the learners and the scientific systematization of knowledge. Educational researches have in recent times laid much importance on case study as a heuristic language teaching methodology that encourages language learners to discover their fundamental slip-ups in their target language, and to learn to solve them for themselves. This study, much though it realizes the fact that case study is rarely being used by language teachers in classrooms, argues nevertheless, that it provides important insights into the complexity and effectiveness of language classrooms, and the work of language teachers. The researchers' investigation into the effectiveness of language teaching through cases will lead to evolving a methodology of case study, and to demonstrate some of the understandings reached by this type of inquiry This paper considers and assesses the different types of case studies available to language learners and teachers and elaborates a methodology on how the case-based approach can be exploited to maximise language learning in the classroom. There are a number of ways to develop case studies to teach language skills. But not all of them are equally successful for all learners. Their success and efficacy varies in keeping with the skills, and the levels of learners. This paper also discusses how case studies can be developed to suit the learner’s interest and encourages task oriented teaching methods and problem-based learning where the students are confronted with an authentic problem they have to solve by analyzing material in the target language. In this study, we have contended that case study, are one way to capture the rich contexts of language classrooms, and to provide valuable insights into language pedagogy and programs.
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