Improved approaches presentation

Summary of elements of a Method

Parrolistic approach

Grammar-translation Grammar-translation approachapproach

Instruction in the native language of the learners

There is little use of the target language for communication

There is early reading of difficult texts

A typical exercise to translate sentences from the Tlge into the mother tongue (viceversa)

Inability to use the Lge for communication

Teacher does not have to be able to use the target Lge.

Direct approa

ch

No mother tongue (teacher does not need to know the student’s native language)

Lesson begin with dialogues and anecdotes in modern conversational style.

Actions and pictures: to make meanings clear.

Grammar inductively learned

Literary texts are read for pleasure and are analyzed grammatically.

The target a native speaker or have native-like proficiency in the target language.

Reading Reading approachapproach

Grammar for reading comprehension

Vocabulary is controlled at first (frequency and usefulness) and then expanded.

Translation - classroom procedure.

Reading comprehension language skill emphasized.

Teacher does not need to have a good oral proficiency in the target language.

Total Physical Response

coordination of speech and action.

language through physical (motor) activity.

Several traditions:Developmental psychology Learning theory Humanistic pedagogyLanguage teaching procedures

Asher, “adult second language learning is parallel to child first language acquisiton”

CommandsPhysical ResponseVerbal Response

The less stress the more learning

• Grammar based

• Skillful use of imperativeGrammatical structure and vocabulary

• The more intensively and the more often the trace, the stronger memory association will be.

APPROACH:THE THEORY OF LANGUAGE AND LEARNING

AudiolingualiAudiolingualismsm

Lessons begins with dialogues

Mimicry and memorization - habit formation

Grammatical structures are sequenced and rules are taught inductively

Skills sequence: listening, speaking-reading, writing postponed. Pronunciation is stressed from the begining

Language no meaning or context.

Teacher must be proficient only in the structures, vocabulary, etc. That s/he is teaching since learning activities and materials carefully controlled

Communicative approach

““There is no single text or There is no single text or authority on it, nor any single authority on it, nor any single

model that is universally model that is universally accepted as authoritative.” accepted as authoritative.”

(Richards, J & Rodgers T. (Richards, J & Rodgers T. 1999)1999)

CA is deemed a success if the teacher understands the student.

errors resulting from an influence from their first language.

AccentSimulations

Critiques of CLT

The communicative approach or Communicative Language Teaching (CLT) is the name which was given to a set of beliefs which included not only a re-examination of what aspects of language to teach but also a shift in emphasis on how to teach!

CommunCommunicative Approach

• Meaning is paramount• Dialogs, if used center around

communicative functions and are not normally memorized.

• Contextualization is a basic premise.• Language learning is learning to

communicate.• Comprehensible pronunciation is

sought.• Any tecnique which helps the learners is

accepted – varying accordins to their age, interest, etc.

• Communicative competence is the desired goal.

Richards, J. & Rodgers, T. 1999

CLT

Non-communicative activities

No communicative desire

No communicative purpose

Form not content

One language item only

Teacher intervention

Materials control

Communicative activities

A desire to communicate

A communicative purpose

Content not form

Variety of language

No teacher intervention

No materials control

The communication continuum

Krashen´theory (language acquisition)“Acquisition refers to the unconscious developmnet of the target language system as result of uisng the language for real COMMUNICATION”

CLT: At the level of procedure

• Mechanical, meaningful, and communicative practice.

Mechanical practice:He _____________ (is/are) a soldier.

Meaningful practice:On the weekend, I’m going to_________________ in the morning.I’m going to _____________ in the afternoon, but I’m not going to __________.

Communicative practice:Ask your classmate about three things he considers when selecting a movie.

• Task 2: Identify these types of practice in your coursebook

CLT: At the level of procedure

• Some types of activitiesInformation gaps (Activity 2)Information gathering (Activity 1)Role-playsOpinion sharing

Task-based Instruction

Task-based video

tasks for hundreds of years.Old tasks: piece of translation often from a literary source.

New tasks: posters, brochures, pamphlets, oral presentations, radio plays, videos, websites and dramatic performances.

Jane Willis, the traditional PPP (presentation, practice, production) lesson is reversed.

In A Framework for Task-Based Learning, Jane Willis presents a three stage process:

Pre-task - Introduction to the topic and task.

Task cycle - Task planning and report

Language focus - Analysis and practice.

Intermediate levels and beyond, but many teachers question its usefulness at lower levels. Change in the traditional teacher's role.

The teacher is an observer during the task phase and becomes a language informant only during the 'language focus' stage.

Meaningful tasks using the target language:

visiting the doctor conducting an

interviewcalling customer

services for help.

Assessment on task outcome (ie: the appropriate completion of tasks) not language forms. TBLL especially popular for developing target language fluency and student confidence.

Content-based Instruction (CBI-CLIL)

Content-based Instruction (CBI)

(Davies, 2003)

(Shang, 2006)

 Met’s Analysis (2004)

 Content-Driven  Content is taught in L2. Content learning is priority. Language learning is secondary. Content objectives determined by course goals or curriculum. Teachers must select language objectives. Students evaluated on content mastery. 

 Language-Driven  Content is used to learn L2. Language learning is priority. Content learning is incidental. Language objectives determined by L2 course goals or curriculum. Students evaluated on content to be integrated. Students evaluated on language skills/proficiency. 

Shelteredmethod

Theme-basedmethod

Language Content

CB-course

Clil

Content and

Language Integrated Learning

CLIL

Reflective format

Session• Communication

• Content

• Culture

• Cognition

Content and Language Integrated Learning

+Language

StudySubject Study

Educational approach with dual

focus

Integration

A successful CLIL lesson should combine elements of the

following:Content Progression in knowledge, skills and

understanding related to specific elements of a defined curriculum.

Communication Using language to learn whilst learning to use language.

Cognition Developing thinking skills which link concept formation, understanding and language.

Culture Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

Lesson planDialoguing• 4cs aims

–Content: sources – material–Communication: language development–Culture: otherness?–Cognitive: Bloom-s taxonomy – remember –

understand – apply – analyse – evaluate - create