3. NATURAL APPROACH
Developed and introduced in 1983 by Tracy Terrell and Stephen
Krashen.
This approach is based on observation and interpretation of how
people acquire their first language.
Native language is not used while teaching.
Lots of vocabulary and activities are introduced to the students.
Not grammar based, but communication based.
Emphasis on exposure and input.
*More info
5. DIRECT METHOD
Meaning should be connected directly with the target language
without translation into the native language.
Only everyday vocabulary and sentences are taught.
Grammar is taught inductively, there may never be an explicit
grammar rule given.
Speech and listening comprehension taught.
Syllabus is based on situations or topics, not on linguistic
structures.
The purpose of language learning is communication.
*More info
6. CONTEXTUAL APPROACH
Introduced in early 20th century by John Dewey.
Learning by using actual fact and environment which are related
to students’ experience and real life, in order to achieve better
comprehension and reach the goals of the learning process.
Lets the students explore the material by themselves, while
teachers’ work is more focused on arranging strategy rather than
only giving information.
*More info
7. SUGGESTOPEDIA
Language can be acquired only when student is receptive and
has no mental blocks.
Positive suggestion that learning a language is easy allows the
student to be more receptive.
Music is central to this approach.
This approach uses music, a comfortable and relaxing
environment, and a relationship between the teacher and the
student that is like the parent-child relationship.
No apparent theory of language and no order of presentation, just
about creating a positive learning environment.
*More
info
8. AFFECTIVE FILTER
An imaginary wall that is placed between a learner and language
input.
If the filter is on, the learner is blocking out input.
Filter is turned on when anxiety is high, self-esteem is low, or motivation is
low.
Low anxiety classrooms are ideal for language acquisition.
*More info
9. ADDITIVE BILINGUALISM
Learning a second language does not interfere with the learning
of a first language.
Students learn the curriculum through their native language while
simultaneously learning the second language (English).
Students are adding a language to their repertoire.
10. SUBTRACTIVE BILINGUALISM
Students learn a second language at the expense of their first
language.
Proponents view two languages as opposing forces and believe
the target language should replace the first language.
Students lose an important facet of their cultural identity by
negating the significance of their primary language.
11. BILINGUAL EDUCATION
Uses native language of English Language Learners for instruction.
When provided with quality education in their primary language, they
gain knowledge and literacy.
Knowledge in first language helps make the English they hear and read more
comprehensible
Literacy developed in the primary language transfers to the second language
How? Because we learn to read in a language we understand. Once
we can read in one language, we can read in general.
Numerous models used:
Transitional
Developmental
Two-way bilingual
*More info
12. IMMERSION
Students are immersed in the learning language (English) for the
whole school day and expected to learn math, science, history,
etc. through the medium of the target language (English).
Immigrant students in the US who attend local schools will find
themselves in immersion.
13. BASIC INTERPERSONAL COMMUNICATION
SKILLS (BICS)
Language skills needed in social situations.
Day-to-day language.
Employed on the playground, at lunch, on the school bus, at
parties, playing sports, and talking on the phone.
Not specialized language.
Distinguished by Professor J. Cummins
14. COGNITIVE/ACADEMIC LANGUAGE
PROFICIENCY (CALP)
Formal academic learning language.
Includes listening, speaking, reading, and writing about subject
area content material.
As well as skills such as comparing, classifying, synthesizing, evaluating, and
inferring.
Usually takes about 5-7 years to develop adequate proficiency.
Very cognitively demanding
Takes longer to learn if student has no prior schooling or no support in native
language development.
Distinguished by Professor J. Cummins
16. SEMILINGUALISM
Students who have not mastered either their primary language or
their secondary language.
17. CODE SWITCHING
Practice of moving between variations of languages in different
contexts.
In educational context it is switching between a primary and a
secondary language.
Main reasons used:
1) hide fluency or memory problems in second language
2) used to mark switching from informal to formal situations
3) used to exert control between parents and children
4) aligns speakers to others in specific situations
*More info
18. COMMON UNDERLYING PROFICIENCY
(CUP)
Skills and knowledge gained from learning one language that are
drawn upon when working with another language.
Provides the base for development of both languages.
Any expansion of CUP that takes place in one language will have
a beneficial effect on the other language.
19. SEPARATE UNDERLYING PROFICIENCY
(SUP)
Skills and knowledge learned in L1 are not connected to L2.
Content learned in primary language does not transfer to the
second language.
20. SHELTERED INSTRUCTION
Grade level subject matter content delivered in
a manner that is accessible to all learners.
Taught using instructional strategies that
scaffold the content learning by building
background knowledge and through the use of
visuals, gestures, manipulatives, paraphrasing,
etc.
21. AUDIO-LINGUAL APPROACH
Known as the “army” method.
Became extremely popular in WWII due to the need to learn basic foreign
language skills quickly.
Teaches language directly
Does not focus on vocabulary, focuses on grammar.
4 Parts:
1) Repetition
2) Inflection
3) Replacement
4) Restatement
22. ANNUAL MEASURABLE ACHIEVEMENT
OBJECTIVES (AMAO)
Title III of NCLB district accountability standards for English
Learners.
Schools that receive grants from the federal government must
meet these objectives each year to continue to qualify for funding.
23. PULLOUT ESL & PUSH-IN ESL
Pullout ESL removes students from mainstream classrooms for a
portion of the day in order to give them specialized instruction in
English.
More individualized attention
Push-in ESL brings in separate English teachers to the classroom
in order to aide the English Language Learners.
24. LANGUAGE EXPERIENCE
APPROACH
Literacy development method used for early reading development
Centered around a learner generated text.
Students learn to read through
their own words.
Students relate an experience and
a scribe writes down what the
students say.
This transcription is then used as a
literary source.
25. CULTURAL DEFICIENCY MODEL
Perspective that minority group members are different because
their culture is deficient in important ways from the dominant
majority group.
Asserts that racial/ethnic minority groups do not achieve as well
as their White majority peers in school and life because their
family culture is dysfunctional and lacking important
characteristics compared to the White American culture.
