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History of Language Teaching   Elaborado Por:  Dobobuto Isabel Silva Marieva Enseñanza de la Ingles como lengua extranjera  PAENA 2007 Prof: Abilio Mujica
[object Object],History of Language Teaching
[object Object]
[object Object],[object Object]
[object Object],Start
Ancient Time Speakers’ intellectual
Ancient time   ,[object Object],[object Object]
[object Object]
Ancient Time Go straight and at the end of the path you will find the next clue 16th century Medieval Latin
16TH CENTURY   ,[object Object]
[object Object]
[object Object],16th century 17th century Lingua Franca  Importance of the senses
French as a lingua franca ,[object Object],[object Object]
  JAN AMOS COMENIUS ,[object Object],                  
[object Object],17th century 18th Century Ploetz
18TH CENTURY ,[object Object]
[object Object]
[object Object],18th Century 19th Century Tranlation  Pre-Reform Movement The Reform Movement
Grammar Translation Method (1840 TO 1940s) ,[object Object],[object Object]
[object Object],[object Object]
International Phonetic Alphabet ,[object Object]
Pre-Reform Movement   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Frenchman Gouin (1831-1896)   He attempted to build a methodology around observation of child language learning Other Reformers focus on naturalistic principles of language learning  "Natural" method ,[object Object],[object Object]
The Reform Movement   ,[object Object]
[object Object],.  Paul Passy Other Important Methodologists
L. Sauveur (1826-1907) ,[object Object],[object Object],[object Object],See more  Go Back to the Reforment Movement
Harold E. Palmer  (1877 -1949) ,[object Object],[object Object],[object Object],Go Back to the Reforment Movement   See more
F. Franke ,[object Object],Go Back to the Reforment Movement
[object Object],19th Century late of 19th century Direct Method
Direct Method   ,[object Object]
[object Object],[object Object],[object Object]
[object Object],late of 19th century 1929 Teaching the Comprehension of Texts
The Coleman Report ,[object Object],[object Object]
[object Object],1929 1920-1930 Silent Reading
Reading Method   1920-1930s ,[object Object]
[object Object],1920-1930 1930 Basic English
Charles Kay Odgen Basic English   ,[object Object],[object Object]
[object Object],[object Object],[object Object]
[object Object],1930 1941 The ELI
Charles Fries The English Language Institute ,[object Object]
[object Object]
[object Object],1941 1950-1960s Speaking and listening
[object Object]
Audiolingual Method ,[object Object],[object Object]
[object Object],[object Object]
[object Object],1950-1960s 1960-1970s Concious Control
[object Object],The Cognitive Code  approach
[object Object],1977 1960-1970s Unconcious Process
Natural Approach   ,[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://www.sil.org/LinguaLinks/languagelearning/WaysToApproachLanguageLearning/TheNaturalApproach.htm
[object Object],1977 1970-1980s Humanism
Suggestopedia Method   ,[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],1970-1980s 1970- 1980s Internalization
Communicative Approach   ,[object Object]
[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Some characteristics
[object Object],1970- 1980s 1985 Students become independent
The Silent Way The Silent Way  is an approach to language teaching designed to enable  students to become independent, autonomous and responsible learners . It is part of a more general pedagogical approach to teaching and learning created by Caleb Gattegno. It is constructivist in nature, leading students to develop their own conceptual models of all the aspects of the language. The best way of achieving this is to help students to be experimental learners. The Silent Way allows this.
[object Object],[object Object]
1985 1980s Command
Total Physical Response ,[object Object],[object Object],http://www.tpr-world.com
[object Object],1980s 1980s Left / right brain
NLP (Neuro Linguistic Programming ,[object Object],[object Object]
[object Object],1980s 1983 Seven human intelligences
Multiple Intelligence ,[object Object],[object Object]
Teachers are aware of the diversity in their classrooms. They know it is important to learn something about their students in order to invest more efficiently in the teaching-learning process, but it is not always clear what kind of knowledge would be most relevant and in what way this knowledge can be acquired.
[object Object],1983 1985 Integration
Whole language Approach   ,[object Object]
[object Object],1985 1990 Lexis
Lexical Approach ,[object Object]
 
[object Object],1990 1995 Curriculum
Content-Based Method ,[object Object]
[object Object],1995 1996 Task
Task-based Instruction   ,[object Object]
[object Object]
1996 Exit
[object Object],BYE

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History Of Language Teaching

  • 1. History of Language Teaching Elaborado Por: Dobobuto Isabel Silva Marieva Enseñanza de la Ingles como lengua extranjera PAENA 2007 Prof: Abilio Mujica
  • 2.
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  • 9. Ancient Time Go straight and at the end of the path you will find the next clue 16th century Medieval Latin
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  • 58.
  • 59. The Silent Way The Silent Way is an approach to language teaching designed to enable students to become independent, autonomous and responsible learners . It is part of a more general pedagogical approach to teaching and learning created by Caleb Gattegno. It is constructivist in nature, leading students to develop their own conceptual models of all the aspects of the language. The best way of achieving this is to help students to be experimental learners. The Silent Way allows this.
  • 60.
  • 62.
  • 63.
  • 64.
  • 65.
  • 66.
  • 67. Teachers are aware of the diversity in their classrooms. They know it is important to learn something about their students in order to invest more efficiently in the teaching-learning process, but it is not always clear what kind of knowledge would be most relevant and in what way this knowledge can be acquired.
  • 68.
  • 69.
  • 70.
  • 71.
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