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Content-based,
Task-based, and
Participatory
Approaches
Practice II – 2014
Camila Roldán,
Federico Ramonda.
Content-based instruction
 It integrates the learning of language with the
learning of some other content, often
academic...
Principles
 1) The subject matter content is used for language
teaching purposes.
 2) Teaching should build
on students’...
 3) Learners are motivated when they perceive
the relevance of their language use. It is a means
to an end.
Principles
 ...
Principles
 6) Vocabulary: easily
acquired with contextual
cues.
 5) Language: learned effectively when used
to deliver ...
Principles
 7) Students need language support.
 8) Learners work with cognitively demanding
language & content.
 9) Com...
Task-based instruction
 It aims to provide learners with a natural
context for language use.
 Learners have plenty of op...
Principles
 1) Activities have a perceived purpose
and a clear outcome.
 2) Teacher goes through a pre-task with
the stu...
Principles
 4) Teacher needs to know how involved the
students are, so as to make adjustments in their
perceptions of rel...
Principles
 6) Teacher supplies the correct target form.
 7) Students complete a task and engage in
authentic speaking a...
Principles
 8) Students receive feedback based on the
content. The focus is on meaning.
 9) Students have input into the...
Participatory Approach
 It was originated in the early ‘60s with the work
of Paulo Freire.
 Goal: to help students under...
Principles
 1) What happens in the classroom should
be connected with what happens outside
that has relevance to the stud...
Principles
 3) Education is most effective when it is
experienced-centered. Ss are motivated
by their personal involvemen...
Principles
 5) Focus on linguistic form occurs within a focus
on content. Language skills are taught in
service of action...
Conclusion
 The three approaches share the basic
assumption of learning to communicate by
communicating.
 Their differen...
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Content based, task-based, and participatory approaches

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Content-based, task-based and participatory approaches ppt used to deliver oral report. UNLPam 2014

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Content based, task-based, and participatory approaches

  1. 1. Content-based, Task-based, and Participatory Approaches Practice II – 2014 Camila Roldán, Federico Ramonda.
  2. 2. Content-based instruction  It integrates the learning of language with the learning of some other content, often academic subject matter.  “Language across the curriculum” movement (1970s) to integrate the teaching of reading and writing into all other subject areas.
  3. 3. Principles  1) The subject matter content is used for language teaching purposes.  2) Teaching should build on students’ previous experience.
  4. 4.  3) Learners are motivated when they perceive the relevance of their language use. It is a means to an end. Principles  4) The teacher ‘scaffolds’ the linguistic content.
  5. 5. Principles  6) Vocabulary: easily acquired with contextual cues.  5) Language: learned effectively when used to deliver interesting information.
  6. 6. Principles  7) Students need language support.  8) Learners work with cognitively demanding language & content.  9) Communicative competence: ability to read, discuss & write about content from other fields.
  7. 7. Task-based instruction  It aims to provide learners with a natural context for language use.  Learners have plenty of opportunities to interact.
  8. 8. Principles  1) Activities have a perceived purpose and a clear outcome.  2) Teacher goes through a pre-task with the students before they work individually.  3) The demand on thinking made by the activity should be i + 1.
  9. 9. Principles  4) Teacher needs to know how involved the students are, so as to make adjustments in their perceptions of relevance and their readiness to learn.  5) Teacher uses whatever language necessary to ensure students’ comprehension.
  10. 10. Principles  6) Teacher supplies the correct target form.  7) Students complete a task and engage in authentic speaking and listening which enables them to develop their comprehension and speaking skills.
  11. 11. Principles  8) Students receive feedback based on the content. The focus is on meaning.  9) Students have input into the design & the way of completing the task. This gives them more opportunity for authentic, meaningful interaction.
  12. 12. Participatory Approach  It was originated in the early ‘60s with the work of Paulo Freire.  Goal: to help students understand the social, historical, or cultural forces that affect their lives & to help empower Ss to take action and make decisions in order to gain control over their lives.
  13. 13. Principles  1) What happens in the classroom should be connected with what happens outside that has relevance to the students. 2) The curriculum is the result of an ongoing context-specific problem-posing process
  14. 14. Principles  3) Education is most effective when it is experienced-centered. Ss are motivated by their personal involvement.  4) Knowledge becomes a tool to help students find a voice so as to act in the world (social & political beings).
  15. 15. Principles  5) Focus on linguistic form occurs within a focus on content. Language skills are taught in service of action for change.  6) Students can create their own materials, which can become texts for other students.  7) Goal: Ss evaluate their own learning and direct it themselves.
  16. 16. Conclusion  The three approaches share the basic assumption of learning to communicate by communicating.  Their differences lie in what they use as a starting point to communicate:  Content-based uses the content from other subjects.  Task-based uses different tasks to promote communication.  Participatory approach uses the experiential knowledge of students.

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