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Portfolio/Theory and Practice in Language Teaching

Approaches, methods and techniques in ESL

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Portfolio/Theory and Practice in Language Teaching

  1. 1. PORTFOLIO Theory and Practice in Language Teaching Professor: Ana E. Palencia Student: Argelis Sandoval I.D.: 8-389-594 May 17, 2014
  2. 2. P R O F E S S O R A N A PA L E N C I A G E T T I N G R E A D Y F O R T H E C L A S S
  3. 3. W E E K 1 A P R I L 2 6 : I N T R O D U C T I O N / D E V E L O P M E N T O F E LT In this class we talk about Approaches, Methods and Techniques in Language Teaching. The teacher explained that a theory is not an approach by itself. An aproach is a tendency based on a theory. An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. A method is an overal plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. A technique is a particular trick, stratagem or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.
  4. 4. K E Y W O R D S F O R A P P R O A C H E S , M E T H O D S A N D T E C H N I Q U E S
  5. 5. D O I N G T H E I R B E S T B E F O R E P R E S E N T I N G T H E I R I D E A S
  6. 6. R E P R E S E N TAT I O N O F A N A P P R O A C H , M E T H O D A N D T E C H N I Q U E
  7. 7. R E P R E S E N TAT I O N O F A P P R O A C H E S , M E T H O D S A N D T E C H N I Q U E S
  8. 8. A C R O N Y M S We also learned about some acronyms regarding Language Teaching: ALM Audio Lingual Method BICS Basic Interpersonal Communication Skills CALP Cognitive Academic Language Proficiency CBI Content-Base Instruction CLT Communicative Language Teaching CLL Community Language Learning EAL English as Another Language ELL English Language Learner
  9. 9. A C R O N Y M S EAP English for Academic Purposes EFL English as a Foreign Language ELT English Language Training ESL English as a Second Language ESP English for Specific Purposes GTM Grammar Translation Method OLP Operational Learning Principles SLA Second Language Adquisition
  10. 10. T H E O R I E S O F T E A C H I N G I N L A N G U A G E T E A C H I N G
  11. 11. T H E O R I E S O F T E A C H I N G I N L A N G U A G E T E A C H I N G
  12. 12. W H AT W E L E A R N I N O U R F I R S T C L A S S
  13. 13. W E E K 2 / M AY 3 R D . : T R A D I T I O N A L A P P R O A C H E S / C LT Activity done by Diana, Rafael and Argelis. We read about CLT approach and we explained about it, according to the reading.
  14. 14. C O M M U N I C AT I V E L A N G U A G E T E A C H I N G Communicative Language Teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. You place less importance on producing grammatically correct English but more importance on dealing effectively on the situation . In other words, CLT deals with communicative competence - the ability to communicate - rather than grammatical accuracy.
  15. 15. C O M M U N I C AT I O N : K E Y W O R D I N C LT A P P R O A C H
  16. 16. A D VA N TA N G E S I N T E A C H I N G A C C O R D I N G T O T H E C LT A P P R O A C H  CLT is a holistic approach. It doesn’t focus only on the traditional structural syllabus. It takes into consideration communicative dimension of language.  CLT provides vitality and motivation within the classroom.  CLT is a learner centered approach. It capitalizes on the interests and needs of the learner.
  17. 17. A D VA N TA N G E S I N T E A C H I N G A C C O R D I N G T O T H E C LT A P P R O A C H  In a world where communication of information and information technology have broken new considerable ground, CLT can play an important role in education.
  18. 18. C O M M U N I C AT I V E L A N G U A G E T E A C H I N G
  19. 19. W O R K I N G H A R D F O R T H E P R E S E N TAT I O N S
  20. 20. L E A D I N G A C L A S S
  21. 21. W E E K 3 / M AY 1 0 T H : C B I / T B I / C L I L The agenda for this day was: Multiple Intelligence Test Communicative Competence Current Approaches
  22. 22. M U LT I P L E I N T E L L I G E N C E T H E O R Y Multiple Intelligence: Everybody has a different mind, and no two profiles of intelligence at the same time. According to this theory, we are all able to know the world through language, logical- mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves.
  23. 23. G A R D N E R ’ S M U LT I P L E I N T E L L I G E N C E S It was developed by Dr. Howard Gardner. He proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:  Linguistic intelligence ("word smart")  Logical-mathematical intelligence ("number/reasoning smart")  Spatial intelligence ("picture smart")  Bodily-Kinesthetic intelligence ("body smart")  Musical intelligence ("music smart")
  24. 24. G A R D N E R ’ S M U LT I P L E I N T E L L I G E N C E S  Interpersonal intelligence ("people smart")  Intrapersonal intelligence ("self smart")  Naturalist intelligence ("nature smart") Each person has a different style of learning. Your learning style may be different to your intelligences. One thing is the way you learn and the other thing is “I’m very skillful verbally.”
  25. 25. P R O F E S S O R PA L E N C I A E X P L A I N I N G A B O U T H I G H E R O R D E R T H I N K I N G S K I L L S ( H O T S )
  26. 26. H I G H E R O R D E R T H I N K I N G S K I L L S ( H O T S ) Higher-order thinking, known as higher order thinking skills (HOTS), is a concept of Education reform based on learning taxonomies (such as Bloom's Taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits. In Bloom's taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a higher order, requiring different learning and teaching methods, than the learning of facts and concepts. Higher order thinking involves the learning of complex judgemental
  27. 27. H I G H E R O R D E R T H I N K I N G S K I L L S ( H O T S ) skills such as critical thinking and problem solving. Higher order thinking is more difficult to learn or teach but also more valuable because such skills are more likely to be usable in novel situations (i.e., situations other than those in which the skill was learned).
  28. 28. P R O F E S S O R PA L E N C I A E X P L A I N I N G A B O U T C O M M U N I C AT I V E C O M P E T E N C E
  29. 29. C O M M U N I C AT I V E C O M P E T E N C E Communication competence is the ability to choose a communication behavior that is both appropriate and effective for a given situation. Interpersonal competency allows one to achieve their communication goals without causing the other party to lose face. The model most often used to describe competence is the component model (Spitzberg & Cupach, 1984) which includes three components: 1) knowledge, 2) skill, and 3) motivation. Knowledge competent manner.
  30. 30. C O M M U N I C AT I V E C O M P E T E N C E simply means knowing what behavior is best suited for a given situation. Skill is having the ability to apply that behavior in the given context. Motivation is having the desire to communicate in a competent manner.
  31. 31. G R O U P W O R K B R O C H U R E S S I L E N T W AY
  32. 32. G R O U P W O R K B R O C H U R E S G T M
  33. 33. G R O U P W O R K P R E S E N TAT I O N S A L M
  34. 34. L E A D I N G A C L A S S
  35. 35. This was a dynamic and interesting class in which we learn more about approaches, methods and techniques when we teach the English language. Each participant analyze his/her present situation in order to improve his/her practice and their student’s learning. We got into the main theories of language teaching and learn how to apply them in the classroom. I would say that after giving this class I would be putting into practice all the knowledge acquired.

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