This document discusses the participatory approach to language teaching. It begins with a brief history, noting it was inspired by Paulo Freire. The participatory approach uses topics of interest to learners and aims to help students understand social forces that affect their lives and empower them to make decisions to gain control over their lives. Key principles are that classroom content should relate to students' real lives, knowledge is jointly constructed, and students can create their own materials. The conclusion states this approach develops communicative competence by having students communicate rather than just practice language pieces. The teacher's participation is needed to help students problem solve in their daily lives.

1. The concern :
 The history of participatory approach
 what is the participatory approach?
 What is the goal of this method?
 How principles of the participatory
approach?
 What is the conclusion of the
participatory approach?
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2. History of participatory
approach
Participatory approach is brainchild of brazilian
language educator paulo freire.
the participatory approach is under the umbrella of
Content-Based Instruction (CBI) in that uses topics for
specific purposes.
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3. What is the participatory
approach?
Participatory approach is a
teaching strategy that incorporates
themes or content area that are of
interest to the learners.
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4.  To use the language learning as a tool to provide
the solution to social problems.
 To help the students to understand the social,
historical, or cultural forces that affects their live.
 To help the empower students to take action and
make dicision in order to gain control over their
live.
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5. The principles of the participatory
approach
 Would happen in the classroom, should be connected with the
happens outside that has relevance to the student.
 Education is most effective when it is experience-centered, when it
relates to the tudents real needs.
 When knowladge is jointly constructed, it becomes a tool to help
students find voice and by finding their voices, students can act in the
world. Students learn to see themselves as social and political beings.
 Students can creat their own materials, which, in turn, can become
texts for other students
 A goal of participatory approach is for the student to be evaluating
their own learning and to increasingly direct it themselves.
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6. conclusion
Learning to communicate by communicating,
rather than by preparing to do so through
practicing the various pieces of language, is
different way to approach the goal of dveloping
the students’ communicative competence. The
paticipant of the teacher are needed by the
student to get the problem solving for their
learning. Mainly, for handle their problem in
their daily live.
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7. References
 Howatt, A. P. R.1984, A History of English language
teaching. Oxford: Oxford University Press.
 Larsen-Freeman, D. & Anderson, M. (2011). Techniques
and Principles in Language Teaching. NY: Oxford UP.
 Ross, D. (1995). A review of Aurbach’s Making Meaning,
Making Change: Participatory Curriculum Development of
Adult ESL Literacy. Teaching Language as a Second or
Foreign Language. 1(3), n.p.
 Schiro, M. (2008). Curriculum Theory: Conflicting Visions
and Enduring Concerns. LA: Sage Publication.
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