The document discusses various language learning approaches, including the content-based approach, task-based approach, and participatory approach. The task-based approach emphasizes natural context and interaction through problem-solving, while the participatory approach, rooted in Paulo Freire's philosophy, aims to empower students by understanding the social and cultural contexts affecting their lives. Each approach integrates meaningful content and encourages student engagement in learning.

2. CONTENT-BASED APPROACH.
• THIS APPROACH WAS LAUNCHED IN THE 1970’S AND IT INTEGRATES
THE LEARNING OF LANGUAGE WITH THE LEARNING OF SOME OTHER
CONTENT, FOR EXAMPLE: ACADEMIC SUBJECT MATTER.
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3. TASK-BASED APPROACH.
• THIS APPROACH PROVIDES STUDENTS WITH A NATURAL CONTEXT FOR LANGUAGE USE. AS THEY HAVE TO
SOLVE A TASK, THEY HAVE THE OPPORTUNITY TO INTERACT, AND TO EXPRESS THEIR OWN MEANINGS.
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• PRE-TASK (SIMILAR ACTIVITY TO WHAT COMES AFTER)
• LOGICAL THINKING (IN ORDER TO COMPLETE THE TASK)
• SCAFFOLDING (PROVIDED BY THE TEACHER TO SOLVE THE TASK)
• IN THIS WAY STUDENTS CAN HAVE MORE OPPORTUNITIES FOR INTERACTION.
• 3 TYPES OF TASKS ACCORDING TO PRAHBU: INFORMATION-GAP ACTIVITY (EXCHANGE OF INFORMATION TO
COMPLETE A TASK). OPINION-GAP ACTIVITY (STUDENTS GIVE THEIR PERSONAL OPINIONS, EMOTIONS AND
BELIEFS) AND A REASONING-GAP ACTIVITY (STUDENTS INFER INFORMATION FROM WHAT THEY HAVE BEEN
GIVEN).

4. PARTICIPATORY APPROACH
• IT WAS ORIGINATED IN THE 1960’S BY PAULO FREIRE. IT IS SIMILAR TO
CBI IN THAT THE CONTENT IS MEANINGFUL TO THE STUDENTS, BUT
DIFFERENT IN THE NATURE OF THIS CONTENT.
• EDUCATION IS NOT VALUE FREE. IT OCCURS IN A PARTICULAR CONTEXT.
• THE GOAL OF THIS APPROACH IS TO HELP STUDENTS TO UNDERSTAND
THE SOCIAL, HISTORICAL, OR CULTURAL FORCES AFFECT THEIR LIVES,
AND TO EMPOWER STUDENTS TO TAKE DESICIONS.
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