1. TYPES OF LANGUAGE TEACHING
APPROACH
Young Learners
Cecilia Maller
Pgs 43-47

2. Six common approaches
used in primary school
today

3. Audio-lingual
Also called Audio visual app. (1950´s)
Involves:
Repetition of new language-often based
on dialogues.
Teacher centred

4. Out –dated- modified present in several
countries.
Lg. practice- whole class ( less demanding)
Lg practice is predictable.
Few demands on the T.

5. Why still used? The way Ts were
taught, very manegeable, for Ts with a
fairly low lang. level .
Encourages Ss to listen and memorize
chunks( large piece of sth.) of lg.,important
part of lg.

6. Bad aspects:
Too restricting.
Too much emphasis on: memorization, imitation
and mechanical exs.
Decontextualized repetition.

7. After a while Ss get bored
Not enough variety to hold learners
´interest.
Not a possitive attitude to
foreign language learning

8. TPR
Total Physical Response
Characteristics: Popular YLs.
Develops listening skills
Introduces new lg. in a very visual,
contextualized way.
It involves activity and movement

9. Does not put pressure on YLs to speak.
Depending on the activity some learners
may take the part of the T ( instructions,
describe actions for others to mime, etc.)
Forms of TPR :
Action songs
Rhymes
Stories

10. The communicative approach
Developed in the mid 1970´s- through the
Council of Europe.
Based on social-interactionist
theory ( emphasis on the social nature of
lg. learning and interactions).

11. What does it mean for kids?
They are engaged in drawing, acting out,
listening, talking, reading, or writing.
Based on meaningful and contextualized
tasks using lg carefully prepared for them.

12. Commonly uses three types of activities:
1. Problem solving activities:
Ex.identifying,
matching,
sequencing,
prioritizing and classifying;

13. 2. Interactive activities:
Ex. Making surveys, carrying out
interviews.
3. Creative activities:
Ex. Making masks,
birthday cards,etc.

14. Which is the aim?
To develop learners´communicative
competence. Kid´s needs and
enthusiasm.
Negative aspect:
It focuses too much on communication
and fluency and overlooks grammatical
accuracy.

15. Task- based learning
TBL
One of the most recent methodological
approaches.
How to recognize it:
Aim of the lesson : Ss complete a task=
an activity in which Ss try to achieve
something real, and have to communicate
to do so.

16. T starts by holding a discussion on the
topic of the lesson ( step 1)
T gives the Ss tasks to do( steps 2,3,4,5)
Then T and Ss discuss any new or
problematic lg they needed for the task
( Step 6)
Lastly, Ss do an ex. on the new lg.(step 7)

17. It has 3 phases:
1. Pre- task preparation:
Introduction of new lg. and procedures
2. The task itself:
Ss doing the *macro task in pairs with a
final public summary of results.

18. 3. Language Focus:
-Finding, identifying and classifying common
words and phrases.
-Practice of classroom lg. and social
phrases.
-Keeping personal dictionaries

19. Macro tasks examples
acting out,
recording or writing a story,
making a model or board games,
Writing a quiz,
Making info. booklets with illustrations,
Collages,
Surveys, etc.

20. Story based methodology
Storytelling universal phenomenon,
central to kids´social, intellectual and
cultural development.

21. Cross-curricular approach
It is linked to other approaches, the TBL.
and the activity-based approach.
(=communicative app.)
The learning of the L2 linked to other
areas of Curriculum.
Arts, PhE, Maths or Nature Studies.

22. Next class: