This powerpoint covers the introduction and chapter 1 of Making It Happen. In Part II there are slides covering basic grammar that will be on the quiz.

1. INTRODUCTION +
CHAPTER 1
ENGL 3723

2. MAKING IT
HAPPEN

3. ABOUT THE BOOK
Following theories of Vygotsky, Freire, and many others, Dr. Richard-Amato argues that
the field of second and foreign language teaching needs to head closer to the
sociocultural end of the teaching continuum. However, she is convinced that aspects of
cognitive theory must continue to inform a broader and more inclusive paradigm in which
western and nonwestern perspectives are considered.
Although Dr. Richard-Amato believes that method as magical formula will not fit this
paradigm, she thinks that method as a resource critically examined can serve as a useful
component in the right environments. She suggests that the field move away from
grammar/skill-based teaching and again toward interactive, content-based teaching
(including relevant tasks and proficiencies. She argues that explicit grammar and skill
instruction appropriately timed need to play an important role. In addition, dialogical
language testing if properly developed could make testing processes much more like
instructional processes.

4. ABOUT THE BOOK
While emergent participatory language teaching has been an increasing presence
in many classrooms, she thinks it would be a mistake to define it as a method or
an approach. For it transcends both and gets to the very heart of the student-
teacher relationship. It can now and in the future involve students more intimately
in their own learning.
Even more important to the postmodern world that could emerge will be teacher
attributes such as openness, willingness to self-reflect, and ability to adapt to local
situations/cultures
(Review on Amazon.com)

5. FRAMEWORK FOR
OUR CLASS
• This course will cover Part 1 of Making it Happen
• Part 1 covers the historical context of methods
and how they have adapted over the years
• It is important to understand how scholars and
teachers got from point A to point Z and why we
teach the way we do in modern times
• The introduction includes a discussion about
change and how “change is inevitable”
• Take a moment to think back about how you
might have had to change your teaching style or
classroom due to a change – perhaps the most
recent was due to the ongoing pandemic COVID-
19

6. READING THIS BOOK
• If you have already taken TEFL (2333) then you are familiar with
reading the material however Part I is written differently from Part
II.
• Part I covers a lot of background and theory. The terminology is
quite dense and there are many noted scholars to remember.
• To adequately read the chapters I recommend studying the weekly
glossary posted in BB and making your own flashcards. Try
reading the chapter early in the week and then after studying go
back through the material once again.

7. INTRODUCTION
• It is important to read the
introduction because the author
explains why and how this book is
organized and how it varies from
previous editions.
• Take note of pg. 15 where Part 1 is
explained
• Next look at pg. 19 – as we read the
intention is to inform and not
persuade. As you read think
critically about the methods and
ideas and take on the mindset the
authors suggest “a blending of
reflection and action”

8. TEACHING BELIEFS PGS. 20-21
*THIS IS AN ASSIGNMENT!!!!!
• If it is within your means I recommend making copies or typing
these statements somewhere else other than your book
• First you are to answer to what extent you agree or disagree with
these statements
• Then you will continue to update your answers as we go through the text
and jot down your changes – how they occurred and why

9. CHAPTER 1
FROM GRAMMAR-BASED TO
COMMUNICATIVE APPROACHES:
HISTORICAL PERSPECTIVE

10. QUESTIONS TO THINK ABOUT
Each week students are to choose one question from these questions to think about and
answer them in a Discussion Post in BB
1. How do humans learn language? Are we born with something that helps us
learn language?
2. With what approaches to second language teaching are you already familiar?
Are these primarily grammar-based? Do you know of any other approaches to
second language teaching?
3. How would you envision an effective communicative approach? How might it
differ from other approaches with which you are familiar?

11. APPROACHES VS METHODS
• Before we begin reviewing the Chapter I want to discuss the
difference between the language used
• A teaching approach is how a teacher is considering or
approaching the delivery of content
• A teaching method is how a teacher actually delivers the content

12. GRAMMAR-
BASED
APPROACHES
These approaches include
Grammar
Translation
Audiolingualism
The
Direct
Method
Cognitive
Code
Grammar-based approaches advocate
language structure as the main content
for study in language learning (pg. 23)

13. GRAMMAR TRANSLATION
*This approach will be referenced throughout the book so you must remember it!
This approach primarily focuses on grammar rules and using
grammar
Other characteristics of this approach:
Learners are expected to memorize vocabulary lists
There is very little speaking in the target language
Sentences may be unrelated to one another to show how a rule works
New words may be way above the current student level

14. AUDIOLINGUALISM
*This approach will be referenced throughout the book so you must remember it!
This approach primarily focuses on oral repetition
Other characteristics of this approach:
The use of vocal drills – repeating words, phrases, and dialogues to enforce
habits
Short explanations of grammar and very little writing
Minimal pairs ( seat-sit, mat-bat, sheep-ship)

15. DIRECT METHOD
*This approach will be referenced throughout the book so you must remember it!
This approach directly uses or immerses in the target language
without using the native language for help
Other characteristics of this approach:
Teaching vocabulary based on surroundings such as objects in the
classroom
Focus on question-and-answer responses
Stresses correct pronunciation of words and sounds

16. COGNITIVE-CODE
• This approach is harder to explain than the rest
• This approach centers around the idea of having students' conscious of their own
learning
• Therefore, ideas and concepts were taught first and then language followed after
Characteristics
Phonemes were taught first then words and then finally phrases or sentences
The focus was more on mental thinking with the other skills (reading, writing,
listening and speaking) were considered to follow after
Students had a great deal of deductive process

17. NOAM
CHOMSKY

18. THE FATHER OF MODERN LINGUISTICS
• Linguistics - the scientific study of language and its structure, including the study
of morphology, syntax, phonetics, and semantics
• Noam Chomsky is linguist, philosopher, and a founder of cognitive science
• Chomsky is incredibly important to our studies because of discoveries or
arguments he made shaped the entire discussion in the 1950s which has led to
modern methods/research

19. CHOMSKY’S CONTRIBUTIONS
Chomsky believed that humans are programmed to acquire language
• His “innatist theory” was formed from observing how children learn
language. The fact that by age 5 children have mastered grammar
structures seems to imply that humans are born with some grammar
innately stored in our brains.
• This idea further developed into a hypothetical “language organ” also
known as the Language Acquisition Device (LAD). Chomsky likens this
organ to that of a computer. The fact that computers can store and
organize information instantly is not so different from how the human
brain works.

20. UNIVERSAL GRAMMAR
Chomsky has another theory called Universal Grammar (UG). This theory
centers around the idea that all humans are born with tools intact to learn any
language!
• Once a human is born, they are like a blank slate or sponge ready to soak up
language
• Once they encounter their first language or set of grammar rules it will stick
• Chomsky’s theory of UG implies that second languages are not learned in
the same way and take more effort (the sponge is full)

21. COMMUNICATIVE LANGUAGE TEACHING
(CLT)
• In response to Chomsky’s theories Halliday and Hymes introduced
more of a communicative approach to competency focusing on
interaction.
• This language teaching approach completely contrasts with the
Grammar Translation Method.
• The characteristics of CLT include focus on meaningful
communication over structure, preparing students for real
situations instead of just classroom study, and the use of needs
assessments for the learner’s goals.

22. INTERACTIVE
METHODS:
COMMUNITY
LANGUAGE
LEARNING
Community Language Learning was
created by Charles Curran that employed
the teacher as a counselor. This way the
classroom was therapeutic and non-
threatening. The model had students
arranged in a circle while the teacher was
outside of the circle working with them. The
aim was to eventually have students
become independent of the teacher.
Pg.35

23. INTERACTIVE
METHODS:
THE SILENT
WAY
The Silent Way was created by Caleb
Gattegno that emphasized the use of
silence in the classroom. His method
uses silence as a tool to push students
into action. In this model the teacher
does not speak a lot and prompts the
students with visual to invoke a
response from them.
Pg. 35

24. INTERACTIVE
METHODS:
SUGGESTOPEDIA
Suggestopedia was created by
George Lozanov as a language
teaching method that relaxed
students. This method uses
breathing exercises, music and even
yoga. Students would memorize and
intake language in chunks actively
and passively.
Pg. 35

25. PART II
WE HAVE FINISHED THE CONTENT
THE BOOK. THE NEXT PART OF THE
POWERPOINT COVERS LANGUAGE
BASICS AND GRAMMAR

26. OPEN WORD CLASSES
English has open word classes and the 4 largest ones
are – nouns, verbs, adjectives, and adverbs
“These words constitute over 99% of our vocabulary which is
why they are ‘open’” (Understanding English Grammar, 17)

27. NOUNS
• One of the four open classes.
• People, places, things

28. VERBS
•One of the four open classes
•Traditionally thought of as the
“action” word in a sentence

29. ARTICLES
•One of the Determiner classes
•a, an, the

30. ADVERBS/ADJECTIVES
• Two of the four open classes
• Adverbs: Modifies verbs – time, place,
reason, and manner
• Adjectives: Modifies nouns – gives the
state of being or qualified or intensifies
(big, bigger, very big)

31. FIN.
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Take the quiz
Weekly Discussion