1. SCHOOL INCLUSIVE APPROACH WITH
EMPHASIS ON LISTENING AND SPEAKING
(SIALS) By David Cáceres
KEY FEATURES
• THE CONSIDERATION OF LEARNERS’ LEARNING STYLES AND INDIVIDUAL
PERSONALITIES IS A MUST.
• ALL THE PARTIES (CONTEXT-TEACHER-LEARNER-PARENTS) ARE
FUNDAMENTAL FOR THE SUCCESS OF THE TEACHING-LEARNING PROCESS.
• LOTS OF INTERACTION INSIDE THE CLASSROOM AND OPPORTUNITIES TO
CONTINUE OUTSIDE ARE SET.
• AUTONOMY IS FOSTER INSIDE AND OUTSIDE THE CLASSROOM.
• HIGH AND LOW LEVEL PROFICIENCY STUDENTS GO THROUGH THEIR
LEARNING PROCESS SEPARATED.
• GRATE EMPHASIS ON THE LISTENING AND SPEAKING SKILLS.
• VALUES AMONG THE COMMUNITY ARE OFTEN PROMOTED.
• LEARNERS CAN EASILY DISCOVER THE LINK BETWEEN THE LEARNING
EXPERIENCE AND THEIR REAL LIFE SITUATION.

2. THEORY OF LANGUAGE
By the end of the 19th century, linguists emphasized that speech was the primary form
of language for which they became interested in the controversies that emerged about
the best way to teach foreign languages. Therefore, the functional and communicative
potential of language was emphasized and then language teaching focused on
communicative proficiency (Richards & Rodgers). In this approach to foreign
language teaching, moreover, learners’ sociolinguistic (Hymes), strategic, and
discourse (Calane & Swain) competence is of great importance (CEFR), which is based
on the interactionist method . The main theorist associated with interactionist theory is
Lev Vygotsky. Interactionists acknowledge the importance of two-way communication
in the target language.

3. THEORIES OF LEARNING
• FOR CONTEXT: According to Ellis’s (1994), “Gardner’s Socio educational model explains
how setting [formal and informal] is related to L2 proficiency […] by identifying variables
of psychological nature such as attitudes, motivation, self confidence and by trying to
show how these are interrelated and how they affect learning”.
• FOR INDIVIDUAL PERSONALITIES: Gardner asserts that learning behaviour seen in
different learners in educational settings and in non-educational settings, determine
learning outcomes both linguistic, like L2 proficiency and non-linguistic such as
attitudes, motivations, self-concept, cultural values, and beliefs (Ellis, 1994: 237).
• FOR INTERACTION:
Longs’ (1981) study on modifications in NS input to NNSs made a distinction between
linguistic modifications and interactive modifications, claiming that interactive
modifications were facilitative and necessary for second language acquisition.
Verplaetse (1993) found NS modifications to have negative effects on NNS participation
in conversations thus questioning Longs’ general idea that NS are primarily beneficial to
NNSs. (Hall & Verplaetse, 2000).

4. THEORIES OF LEARNING
• Gass and Varonis (1985a) and Varonis and Gass (1985b) argued that NNS-NNS
interactions provide greater opportunities than NS-NNS interactions for the negotiation
of meaning and therefore for obtaining comprehensible input. [that in turn, according to
Krashen’s input hypothesis, facilitates L2 acquisition]. (Shehadeh, 1999).
• Swain (1985) argued that comprehensible input *[listening/reading] is not sufficient for
successful second language acquisition (SLA), but that opportunities for non-native
speakers (NNSs) to produce comprehensible output *[speaking/writing] are also
necessary. Swain claimed that understanding new forms is not enough and that learners
must also be given the opportunity to produce them.
• FOR LEARNING STYLES: Fleming's VARK model (1987), one of the most common and
highly used learning styles models claimed that visual learners have a preference for
learning through visual aids, through listening, and trough experience.
• FOR AUTONOMY: Holec and Henri (1982) stated that the autonomous language learner
takes responsibility for the totality of his learning situation. He does this by determining
his own objectives, defining the contents to be learned and the progression of the
course, selecting methods and techniques to be used, monitoring this procedure, and
evaluating what he has acquired. Objectives are specific to the learner, and the learner's
communicative needs determine the verbal elements chosen

5. PRINCIPLES
• FOR CONTEXT:
Students interact inside and outside the classroom through the use of multemedia
tools.
The classroom atmosphere is soothe; no boards, no teacher desks.
• FOR THE COMMUNITY:
All for one, one for all.
• FOR INTERACTION:
Students are involved in cooperative and collaborative work.
Transmission of meaning is the most important thing.
Students are engaged mainly in socio-pragmatic activities necessayr to accomplish a
general task.
Students work in stations set in the classroom according to learning styles.
• FOR THE SAKE OF THE LEARNERS:
High and low level proficiency students go through their learning process separated.

6. TEACHER AND LEARNER’S ROLE
TEACHER’S ROLE LEARNER’S ROLE
• FACILITATOR OF INTERACTION IN • ACTIVE LISTENER DURING THE
AND OUT THE CLASSROOM. INTERACTION.
• OBSERVER AND REFLECTER OF THE • ACTIVE SPEAKER DURING THE
TEACHING LEARNING PROCESS. INTERACTION.
• PROVIDER OF FEEDBACK • PROVIDER OF FEEDBACK
• ACTIVE PARTICIPANT IN ALL THE • AUTONOMOUS
PROCESS.

7. METHOD
• LEARNER-CENTERED METHOD: the learning
matches the student rather than the student
needing to accommodate the learning
preferences of the instructor. Students use
the learning style that is most effective for
them.