The Silent Way teaching method developed by Caleb Gattegno in the 1960s aims for students to learn independently with minimal teacher input. Students are introduced to new language concepts using visual aids like Cuisenaire rods and charts, then must work together to understand without direct instruction. While this approach alone is rarely used today, its emphasis on student independence and discovery learning through visual supports continues to influence language teaching methods.

1. The Silent Way
Advanced Methodology For TESOL 2
Instructor : Dr. Hind Al-fadda
Prepared by : Taghreed Albalawi

2. ‫بسم ا الرحمن الرحيم‬

3. Background
• The Silent Way, developed in the 1960s by
Caleb Gattegno, is grounded in the belief that
students should learn independently of the
teacher. Gattegno proposed that students
would learn better if they developed personal
responsibility for their own learning. Thus, for
much of the lesson, the teacher remains
silent. Teaching is viewed as subordinate to
learning.

4. Background
• Students are encouraged to work with one
another to figure out meaning. Students are
introduced to new material once through the
use of Cuisenaire rods (small colored rods of
varying lengths) and a series of wall charts.
After the teacher introduces the material, it is
up to the students to determine what they
need to learn and independently work toward
their academic goals.

5. Background
• Certain aspects of this approach, such as the
use of Cuisenaire rods and developing student
independence, continue to be used. However,
this approach alone is rarely used because it is
not practical within the class room, and
students need and desire more teacher input.

6. Objective
The objective of The Silent Way Method of
language teaching is for students to work as
independent language learners.

7. Learning Hypotheses
• Learning is facilitated if the learner discovers
or creates rather than remembers and repeats
what is to be learned.
• Learning is facilitated by accompanying
(mediating) physical objects.
• Learning is facilitated by problem solving
involving the material to be learned.

8. Tell me and I forget ,
Teach me and I remember,
Involve me and I learn.

9. Theory of Learning
• Gattegno makes extensive use of his
understanding of first language learning
processes as a basis for deriving principles for
teaching foreign languages to adults.
Gattegno recommends that the learner needs
to "return to the state of mind that
characterizes a baby's learning surrender"

10. Theory of Learning
• A successful learning involves commitment of
the self to language acquisition through the
use of silent awareness and then active trial.
• Silent Way learners acquire “inner criteria”.
• The Silent Way students are expected to
become independent , responsible and
autonomous .

11. Silent way principles
• The teacher should start with something the students already
know and build from that to the unknown.
• Language learners are intelligent and bring with them the
experience of already learning a language.
• Language is not learned by repeating after a model.
• Students should learn to rely on each other and themselves.
• Learning involves transferring what one knows to new
contexts.
• Silence is a tool. It helps to foster autonomy, or the exercise
of initiative. The teacher speaks, but only when necessary

12. Silent way principles
• Meaning is made clear by focusing students’ perceptions, not
through translation.
• If the teacher praises (or criticizes) students, they will be less
self-reliant.
• Errors are important and necessary to learning.
• At the beginning, the teacher needs to look for progress, not
perfection. Learning takes place in time. Students learn at
different rates.
• Students learn they must give the teacher their attention in
order not to miss what he says. Student attention is a key to
learning.

13. Silent way principles
• Students should engage in a great deal of meaningful practice
without repetition.
• Language is for self-expression.
• The teacher can gain valuable information from student
feedback.
• The syllabus is composed of linguistic structures.
• The structures of the syllabus are not arranged in a linear
fashion, but rather are constantly being recycled.
• The skills of speaking, reading, and writing reinforce one
another.

14. Materials & Techniques
Sound chart
•The sound-color chart consists of blocks of
color, with one color representing one sound in
the language being learned

15. Materials & Techniques

16. Materials & Techniques
Word charts
•The word charts contain the functional
vocabulary of the target language, and use the
same color scheme as the sound-color chart.
Each letter is colored in a way that indicates its
pronunciation.

17. Materials & Techniques

18. Materials & Techniques

19. Materials & Techniques

20. Materials & Techniques

21. Materials & Techniques

22. Materials & Techniques

23. Materials & Techniques
Fidel
•The Fidel is a set of charts presenting all the
possible spellings of each sound of the language
using the same colour code as the Sound/colour
rectangle chart and Word Charts.

24. Materials & Techniques

25. Materials & Techniques
Cuisenaire rods
•The Cuisenaire rods are wooden, and come in
ten different lengths, but identical cross-section;
each length has its own assigned color.

26. Materials & Techniques

27. Materials & Techniques
Pointer
•The teacher uses the pointer to indicate a
sound symbol for the students to produce.

28. Materials & Techniques
Other materials & Techniques
•Teacher’s silence .
•Stretchered feedback
•books and worksheets for practicing reading
and writing skills, picture books, tapes;
videotapes, films, gestures and other visual aids

29. Strategy
• The teacher introduces a discrete sound or structure by
pointing at Silent Way charts or by using Cuisenaire rods to
demonstrate a structure or grammar point.
• Students then figure out what they are learning and
reproduce the sound or structure.
• Between activities or sessions, students may ask questions of
the teacher.

30. Strategy
• The teacher then introduces another discrete sound or
structure in the same manner.
• Students again figure out the meaning and reproduce the
sound or structure.
• As time goes on, students are ideally able to combine
discrete sounds and structures to create longer strings of
language.

31. Recommended website
•Educational solutions

32. ‫و ما ت و في قي إ ِ ل بال ل ه ع ل ي ه‬
‫ّ ِ ّ ِ ََْ ِ‬ ‫)َ َ َ ْ ِ ِ‬
‫ت و ك ل ت و إ ِ ل ي ه أ ُ ني ب(‬
‫َ َ ّْ ُ َ َْ ِ ِ ُ‬