The document discusses various approaches to language teaching using technology. It describes how language is acquired versus learned, and how blended learning combines online and offline materials to provide flexibility. A core principle is delivering content through various channels to create an optimal blend for meeting learner needs. Technological aids can support communicative, theme-based, and task-based approaches. Blended learning allows for adaptability, contextualized learning, and intervention from teachers as needed. Various activity-based tools are described like discussions, reading practice, and model imitation to support skill development. Assessment and feedback are important for understanding learner progress.

1. “Technology aiding pedagogy in
Language Teaching”
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2. Language Acquisition vs
Language Learning
Language Acquisition Language Learning
Mother tongue is acquired through
interaction and the environment that
surrounds the learners.
Language learning is mostly grammatically
oriented: tenses, rules, multiple choice
exercises and so on and so forth.
The need to communicate paves the way
for language acquisition to take place.
Language learning as seen today is the result
of direct instruction in the rules of language.
Through exposure to the language and
meaningful communication that a first
language is acquired, without the need of
systematic studies of any kind.
A student who has memorized the rules of
the language may be able to succeed on a
standardized test of English language but
may not be able to speak or write correctly.
In order to acquire language, the learner
needs a source of natural
communication.
They can fill in the blanks on a grammar
page. Research has shown, however, that
knowing grammar rules does not necessarily
result in good speaking or writing.
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3. Core
Pedagogical principles
standard-driven,
blended language
learning
Delivery of
a wide, rich range of
delivery channels that
feed the blend
Evaluation,
Monitoring, feedback
and reporting processes
to ensure learners’
success in meeting
learning objectives and
standards prescribed
Blend the optimal
combination of delivery
channels for meeting
learner needs and
achieving maximum
results
Effectiveness Quadrant
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4. • The communicative approach
– Language is a tool for communication, hence it is only natural
that language teaching should also promote this
• Theme-based learning
– courses are organized by purpose, topics, or themes
• Task-based learning
– performing communicative and/or authentic tasks enhance
learning
• Skill-based learning
– all language skills (Reading, Writing, Listening and Speaking) are
taught simultaneously, simulating real life.
Pedagogical Approach
for Language teaching
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5. Technological aids for Pedagogy
• Blended learning – combining online and offline
materials provides more convenience, flexibility, and
stimulation – for teachers and students
• Adaptability – courses are created for specific
audiences and purposes, and allow for modification to
further suit specific needs
• Contextualized learning – allows for a more natural
and effective learning experience
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6. • The teacher can make use of standard curriculum and
integrate them with powerful and contextual listening as
well as voice based activities
• The teacher can also use a variety of teaching content
that exists outside the text book e.g. CD’s, Internet etc
• This form of learning supports a modular structure which
allows the teacher to expand study according to the
teaching needs
Blended learning-
Teacher intervention
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7. Teacher Student
Group
Entire
Class
 Talk / Discuss
 Messages
 Chat
Blended learning -
Intervention where required
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8. Divide students into color-coded sessions
and start different activities for the sessions
Adaptability –
Different strokes for different folks!
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9. Adaptability - Access Policies
Strict policy
Open policy
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10. Contextual Learning
Deliver audio/video for the students
using variety of different media sources
• Tutor – teacher’s voice to students
• Tutor PC – teacher’s computer
• Student – model student’s voice to
students
• File – stream/copy/share files to students
• External source – plugged into Tutor PC
• Audio CD – PC CD drive
• Video stream – DVD, VHS, file
• Tutor player - file playback / control
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11. • Self-Access
• Web browsing
• Tutoring
• Listening comprehension
• Discussion
• Model imitation
• Reading practice
• Round table discussion
Activity based Learning-
Pedagogical tools
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12. Activity based Learning -
Discussion
Teacher monitors
discussions amongst
students allowing
them to express
themselves in their
own words rather
than rehearsed
speech
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13. Activity based Learning-
Reading Practice
• This activity will help the
students improve their
proficiency by reading
aloud.
• This activity can be done
individually without
disturbing the whole
class.
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14. Activity based learning-
Model imitation
• The students can listen
and repeat a model track
that the teacher has
transferred to them.
• The model track for the
session may be recorded
by a teacher or a student
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15. Individualized Learning-
Sessions
• Teachers can set up
multiple sessions initiating
different activities in each
of these sessions.
• In the self-access mode
each student works
independently.
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16. Individualised Learning-
Playlists
• Teachers can
specify file areas
where individual
students can
access playlists for
their self study and
practice.
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17. Individualised Learning-
Recap
• Allows students to
revisit or replay an
activity piece for
further reference or
clarification
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18. Assessment and feedback
• Instant assessment and
feedback aids the
teacher in
understanding the
“progress of the class”
and decide on further
interventions.
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19. Thank you !
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Phone: +91 80 26571555
Website: www.ecoleglobal.com
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