Trends and issues in ELT methods and methodology can be identified at two main levels. One is in terms of the theoretical pronouncements of the ‘professional discourse’, as manifested by major publications, conference presentations, and so on. This article therefore begins by briefly summarising some of the main developments of this kind from 1995 onwards. In this respect, the period as a whole is seen to be characterised primarily by increased advocacy of a ‘communicating to learn’ approach. However, methods and methodology also manifest themselves, of course, in the form of classroom practice. The attempt is therefore made to characterise developments since 1995 at this level as well, by comparing earlier and more recent editions of a unit from a widely-used international ELT coursebook. Their methodology is seen to have remained relatively similar, and, in contrast to the theoretical level, to have taken a mainly ‘learning to communicate’ orientation. The article concludes by also considering what form future developments in the area might take.