Chapter 3 discusses an eclectic approach to language education that combines various teaching methodologies tailored to specific contexts and learner needs. It emphasizes the importance of dynamic teaching, learner-centered instruction, and collaborative learning techniques to enhance student engagement and creativity. Additionally, it highlights the integration of content knowledge and language skills through methods like communicative language teaching, whole language education, and task-based instruction.

1. CHAPTER 3:
THE PRESENT: AN “INFORMED” APPROACH

2. An Enlightened Eclectic Approach
 Approach, rationale (reasons or logical basis)
for language and teaching, is based on
particular context
 Eclectic approach is a method of language
education that combines various approaches
and methodologies to teach language
depending on the aims of the lesson and the
abilities of the learners

3. Eclectic Approach is derived from ...
 Basic principles of learning and teaching,
reading, observation, and discussion
 It is not static
 The interaction between classroom and
teaching is the key to dynamic teaching
(trial and errors)

4. What about a
teacher with no
experience?

5. BUT
It depends on ...........
(YOU ARE ON THE WAY TO AN
“Enlightende Approach”)

6. 2 reasons for variation at the approach level:
 An approach is by definition dynamic and
therefore subject to some “tinkering” as a
result of one observation and experience
 Research in second language acquisition
and pedagogy that are not conclusive, but
subject to interpretation

7. COMMUNICATIVE LANGUAGE
TEACHING
 Classroom goals are focused on grammatical,
 discourse.
 Language technique
 Fluent and accuracy
 Using language productively and receptively
 Student are given opportunities to focus on their
own learning process
 The role of teacher is that of facilitator and guide

8. Learner-Centered Instruction
 Techniques that focus on or account for learners’ need, style
or goals.
 Techniques that give some control to the student (group work
or strategy training, for example)
 Curricula that include the consultation and input of student
and that do not presuppose objectives in advan
 Techniques that allow for student creativity and innovation
 Techniques that enhance a student’s sense of competence
and self-worth.ce.

9. Cooperative and Collaborative
Learning
 Cooperative and Collaborative Learning
is a teaching and learning strategy
where students are grouped together to
scrutinize a particular assignment or
topic to maximize their own and each
other learning.

10. Interactive Learning
 A pedagogical approach that
incorporates social networking and
urban computing into course design and
delivery. Interactive Learning has
evolved out of the hyper-growth in the
use of digital technology and virtual
communication, particularly by students.

11. Whole Language Education
 Language should be teach as a WHOLE.
 Integration of oral (listening and
speaking) and written (reading and
wiriting) language, not fragmented
 Holistic assessment

12. Content-based Instruction
 Integration of content learning with
language teaching aims.
 Concurrent study of subject matters and
language

13. Task-based Instruction
While there is a good deal of variation among experts on
how to describe or define task, Peter Skehan’s (1998a: 95)
concept of task seems to capture the essentials.
 Meaning is primary
 There is some sort of relationship to comparable real-
world activities
 There is some communication problem to solve
 Task completion has some priority
 The assessment of the task is in terms of outcome