Seven twenty first century approaches to language teachingPresentation Transcript
Enrique Arias Castaño
Approach – method Technique
Approach reflects a certain model or research paradigm WHY . (Grammar-translation approach, reading approach, communicative approach)
Method is a set of procedures, i.e a system that spells out rather precisely how to teach a second or a foreign language. Methods are typically compatible with one (Two) approaches. HOW (Silent way, Total Physical Response TPR, Suggestopedia)
Technique is classroom device or activity. STEPS (dictation, imitation, repetition,etc.)
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.
No use of the mother tongue is permitted(i.e, teacher does not need to know the student’s native language)
Lesson begin with dialogues and anecdotes in modern conversational style.
Actions and pictures are used to make meanings clear.
Grammar is learned inductively
Literary texts are read for pleasure and are analyzed grammatically.
The target must be a native speaker or have nativelike proficiency in the target language.
Only the grammar useful for reading comprehension is taught.
Vocabulary is controlled at first(based on frequency and usefulness) and hen expanded.
Translation is once more a respectable classroom procedure.
Reading comprehension is the only language skill emphasized.
Teacher does not need to have a good oral proficiency in the target language.
Lessons begins with dialogues
Mimicry and memorization are used, based on the assumption that language is habit formation
Grammatical structures are sequenced and rules are taught inductively.
Skills are sequenced:listening, speaking-reading, writing postponed.
Pronunciation is stressed from the begining
Language is often manipulated without regard to 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.
It is assumed that the goal of language teaching is learner ability to communicate in the target language.
… that the content of a Lge course will include semantic notionsand social functions, not just linguistic structures.
Students work in groups or pairs ti transfer (if necessary to negotiate) meaning in situations in which one person has information that the other(S) lack.
Classroom materials and activities are often authentic to reflect real-life situations and demands.
Skills are integrated ffro the begining a given activity might involve reading, peaking, listening, and also writing (Ls are educated and literate)
Teachers’ role is to facilitate communication, and should be able to use the target Lge fluently and appropriately.
Critiques of CLT
Swan (1985) Widdowson (1985) More recently other writers (e.g. Bax [ have critiqued CLT for paying insufficient attention to the context in which teaching and learning take place, though CLT has also been defended against this charge (Harmer 2003).
CA is deemed a success if the teacher understands the student.
But, if the teacher is from the same region as the student, the teacher will understand errors resulting from an influence from their first language.
Native speakers of the target language may still have difficulty understanding them. This observation may call for new thinking on and adaptation of the Communicative Approach.
The Adapted Communicative Approach should be a simulation where the teacher pretends to understand only what any regular speaker of the target language would and reacts accordingly.
Teachers have been using tasks for hundreds of years.
Frequently, in the past, the task was a piece of translation often from a literary source.
More recently, tasks have included projects for producing posters, brochures, pamphlets, oral presentations, radio plays, videos, websites and dramatic performances.
Task-based instruction II
The characteristic of all these tasks is that rather than concentrating on one particular structure, function or vocabulary group, these tasks exploit a wider range of language.
In many cases, students may also be using a range of different communicative language skills.
Task-based instruction III
In the model of task-based learning described by Jane Willis, the traditional PPP (presentation, practice, production) lesson is reversed.
The students start with the task. When they have completed it, the teacher draws attention to the language used, making corrections and adjustments to the students' performance.
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.
Does TBI work?
Task-based learning can be very effective at Intermediate levels and beyond, but many teachers question its usefulness at lower levels.
The methodology requires a change in the traditional teacher's role.
The teacher does not introduce and 'present' language or interfere ('help') during the task cycle.
The teacher is an observer during the task phase and becomes a language informant only during the 'language focus' stage.
Type of TBI activities
Meaningful tasks using the target language:
visiting the doctor
conducting an interview
calling customer services for help.
Assessment is primarily based on task outcome (ie: the appropriate completion of tasks) rather than simply accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence.
Content-based Instruction (CBI) (Davies, 2003)
Snow, 2004 The intregration of language teaching aims with subject matter instruction
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.