The document discusses different language teaching methods including communicative language teaching, task-based language learning, and eclectic approaches. It also addresses themes in content-based instruction and issues with over-reliance on methods. Theme-based learning and cooperative learning are presented as effective approaches to integrate subjects and develop students' skills.

1. Professional Diploma in Teaching Program
EDU 483
Instructional Methods of Teaching English
Contextualizing Communicative Teaching:
(Communicative Language Teaching, Content and
Theme-Based Instruction)
Week 3
CLO 1
Instructor : Dr Sobhi Yousef
1

2. Communicative Language Teaching
(1980s) (2/2)
• An enhancement of the learner's own personal
experiences as important contributing elements to
classroom learning.
• An attempt to link classroom language learning with
language activation outside the classroom.
• Fluency is an important dimension of communication.
• Communication involves the integration of different
language skills.
• Learning is a process of creative construction and
involves trial and error.
2

3. Task-based Language Learning (1/2)
• Task-based language learning (TBLL) is a method of
instruction which focuses on the use of authentic
language, and students doing meaningful tasks using
the target language; for example, visiting the doctor,
conducting an interview, or calling customer services for
help.
• Assessment is primarily based on task outcome (ie: the
appropriate completion of tasks) rather than simply
accuracy of language forms. This makes TBLL especially
popular for developing target language fluency and
student confidence.
3

4. Task-based Language Learning (2/2)
• In TBLL the role of the teacher changes from that of an
instructor and prosecutor of errors to that of a
supporter and inventor of tasks which her/his learners
enjoy doing.
• It proved useful to divide the learning process in TBLL in
three phases: The pre-task phase, the doing of the task,
and the post-task phase. Taken together they form a task
cycle. The major role of the teacher changes from phase
to phase.
4

5. Problems associated with methods
(1/4)
• No general agreement on what method is: Any
principled choice of techniques can be termed
“method”.
• Some methods not based on clear language and
language learning theory.
• Methods are open to wide interpretation by
materials developers and teachers.
5

6. Problems Associated with Methods
(2/4)
• Methods that present themselves as “state of the
art” have in essence been around for thousands of
years. Total corpus of ideas available to language
teachers has not basically changed in 2000 years. In
essence methods represent different configurations
of the same basic options.
6

7. Problems Associated with Methods
(3/4)
• The rise and fall of methods is mainly due to the
influence of profit seekers, promoters and forces of
the intellectual marketplace. Methods become
influential when they gain the seal of approval by
university departments.
• Language teaching is a massive industry where much
is done in the name of profit and glory.
7

8. Problems Associated with Methods
(4/4)
• Most methods have been developed in western
developed countries (US and UK). Fallacy that
anything imported by US and UK is by nature
effective and advanced.
• Methods developed in a specific educational, social
and cultural context cannot be exported wholesale
and used in countries with different philosophies,
values and beliefs.
8

9. Eclectic Approach in Teaching English
(1/2)
• Larsen-Freeman (2000) and Mellow (2000) both have
used the term principled eclecticism to describe a
desirable, coherent, pluralistic approach to language
teaching.
• Eclecticism involves the use of a variety of language
learning activities, each of which may have very
different characteristics and may be motivated by
different underlying assumptions.
9

10. Eclectic Approach in Teaching English
(2/2)
• The use eclecticism is due to the fact that there are
strengths as well as weaknesses of single theory
based methods. Reliance upon a single theory of
teaching has been criticized because the use of a
limited number of techniques can become mechanic.
• The teacher decides what methodology or approach
to use depending on the aims of the lesson and the
learners in the group. Almost all modern course
books have a mixture of approaches and
methodologies.
10

11. Advantages of an eclectic approach
• Safety: The use of a variety of ideas and procedures from
different existing approaches and methods will increase
the chances of learning taking place.
• Interest: Teachers need to use different techniques to
hold the learners' attention.
• Diversity: Different learning/teaching contexts require
different methodologies.
• Flexibility: Awareness of a range of available techniques
will help teachers exploit materials better and manage
unexpected situations. Informed teaching is bound to be
eclectic.
11

12. References
Larsen-Freeman, D. (2000). Techniques and Principles in
Language Teaching. Oxford University Press.
Mellow, J. D. (2000). Western influences on indigenous language
teaching. In J. Reyhner, J. Martin, L. Lockard, & W. Sakiestewa
Gilbert (Eds.), Learn in beauty: Indigenous education for a
new century (pp. 102-113). Flagstaff, AZ: Northern Arizona
University.
12

13. What is meant by content-based
learning?
• Content-based instruction is a teaching approach
where learners study language through meaningful
content. It motivates students to learn because the
subject matter is interesting and allows them to
apply their learned language skills in a different
context instead of rote memorizing vocabulary.
• The content-based language development curriculum
is a curriculum that uses. content as a basis of the
organization of the curriculum. However, grammar
needs to. be taught in some way. For grammar
teaching, the input analysis models developed.

14. What is content based example?
• A law banning all political speeches in a public park would be
content based; a law banning only political speeches by
members of the Socialist Party would be viewpoint based.
• What is context based learning example?
Students learn their biology through real-life contexts. Television news,
newspaper re- ports and even crime and other dramas on TV and film, all
provide examples of biology in context based learning approach.

15. What do students learn in content
based learning?
• What is content-based instruction?
The focus of a CBI lesson is on the topic or subject matter. During
the lesson students are focused on learning about something. This
could be anything that interests them from a serious science
subject to their favorite pop star or even a topical news story or
film.
• The goal of CBI is to prepare students to acquire the language
while using the context of any subject matter so that students
learn the language by using it within that specific context. Rather
than learning a language out of context, it is learned within the
context of a specific academic subject.

16. What is the purpose of content-based approach?
Advantages of CBL
Placing learning in the context in which learners are going to
apply their new knowledge and skills increases their capacity to
transfer and use that knowledge in the real world; they'll be
more likely to conceptualize how the knowledge they have
gained during the learning experience is relevant to their role.
What are the disadvantages of content based approach?
Disadvantages of CBI
The content adds to student interest in the
subject Students may feel confused as CBI isn't explicitly
focused on language learning. It helps students develop a
wider knowledge. Difficulties with a topic may lead to
large amounts of mother tongue language being used.

17. What is the principle of content-based learning?
• Content-Based Instruction is an approach in which the teaching is organized
around the content. Likewise, the principles of Content-Based Instruction are
heavily rooted on the principles of communicative language teaching since they
involve an active participation of students in the exchange of content.
• Content-focused method is a method where both the teacher and the learners
have to fit into the content that is taught. Generally, this means the information
and skills to be taught are regarded as sacrosanct or very important.
• Content-based instruction models mainly include theme-based language
instruction model, adjunct language instruction model and sheltered content
Instruction model, which are consistent with the current teaching trend.21 Aug
2017
• A content strategy is high-level planning that helps define a roadmap to make
your learning and development more engaging and relevant to the learners.

18. Theme-based instruction is the organization of content
and materials around a specific topic, which can be
differentiated across a variety of student levels. It
cements concepts, and helps ideas become more
relevant for students. But theme-based instruction can
be rough on educators.
What is the theme-based?

19. Theme-Based Learning is a Natural for Science Instruction
As a structure for integrating content areas, learning around a
theme makes sense to children. It helps them make connections, to
transfer knowledge and apply it. It fosters comparison, categorizing
and pattern finding – building blocks of the scientific method.
Why is theme-based learning
important?

20. Theme-based learning is a popular way to organize the curriculum in
many primary schools. It involves your child learning through one
central topic. The theme could have strong links to one subject. For
example, a science theme-based topic could be mini beasts or plants.
However, the theme could be more creative, for example ‘at the Post
Office’, ‘survival’ or ‘differences’. Theme-based learning helps to
inspire children to learn any subject (maths, English, science, history,
art etc.) through the teaching of one topic.
What is theme-based learning in schools?

21. 1. It’s more fun to teach and learn
using a theme.
2. It harnesses curiosity to motivate
learning.
3. Educators transition to being
facilitators of learning.
4. It teaches children how to learn.
5. It draws in the child’s family
Five Reasons to Experiment with
Theme-based Learning

22. Theme-based learning integrates together different
learning areas and skills. Because of this variety,
this thematic learning approach is able to incorporate
different intelligences and cater better to children
with different learning needs. This is an important
benefit for schools or families with multiple children.
•
What is the application of theme
based curriculum?

23. When students learn through a theme, they are learning in
context. This not only helps students understand what they are
learning (and why they are learning it), but also to attach ideas
and skills to specific contexts. ... Traditional subject learning can
give the illusion that your child is learning.
Can learning be a theme?

24. https://www.youtube.com/watch?v=B
bLJWeVJXwQ

25. https://peartree.school/2019/03/25/theme-
based-curriculum/

26. • Preschool teachers use theme-based learning almost all of the time. Nobody questions this, and in fact parents
acknowledge how much their kids love studying this way.
• However, elementary and high school teachers and parents globally have been conditioned to think it is normal
to separate knowledge and skills into subjects the moment children enter kindergarten or grade 1. Just because
something is the way that it is at the moment, does not mean its natural or the right approach; this applies to
the persistence of subject-based classes.
• This subject-based mentality is beginning to change with the popularity of a theme-based school in Vancouver,
B.C., changes in the B.C. curriculum, and changes in the Finnish education system.
• Now, it’s possible to apply a theme-based approach all the way to a Grade 12 level. Even universities are now
exploring interdisciplinary approaches.
Theme-Based Learning

27. • Research into the psychology of learning
suggests that learning is a process of
integration. When students are able to see how
certain facts and ideas connect with other
subjects, we are adding meaning to the
Benefits of Theme-Based
Learning

28. • Higher intelligence levels
• In order to really understand a topic and apply one’s knowledge to solve
real-life problems, you need to be able to connect knowledge and skills.
• Through a theme-based approach, children learn to make connections
constantly, thereby developing a much deeper and broader level of
understanding than traditional learning can compete with.
• Critical thinking skills are much more developed, because students
regularly explore ideas, compare and evaluate viewpoints, apply
knowledge, and even create new ideas.
Benefits of Theme-Based
Learning

29. • In turn, this leads to advanced creative thinking (thinking outside the box)
and problem-solving skills.
• More Challenging Than Other Methods
• Forget ‘accelerated learning’ approaches!
• When you put learning into context, learning faces the same complexities as
real-life. Numbers become real-life numbers. Language becomes richer and
more challenging. Problems need to be determined and are not prescribed.
Answers are many and varied. Critical thinking and communication are a
must.
Benefits of Theme-Based
Learning

32. What is multiple intelligences in
education?
In short, this theory states that each person has different ways of learning and
different intelligences they use in their daily lives. While some can learn very well
in a linguistically-based environment (reading and writing), others are better
taught through mathematical-logic based learning.
What is the best type of intelligence?
Ability to understand and interact effectively with others is called interpersonal
intelligence. This is perhaps the most enviable form of intelligence

33. What is the strongest form of
intelligence?
• Creativity is the Highest Form of Intelligence
• Regarded, highly intelligent people were also creative. ...
• Creativity is the highest level in Maslow's hierarchy of needs. ...
• Our historical innovation and quest for more innovation. ...
• The emotional satisfaction that comes from creativity.

34. What is the lowest form of IQ?
• A Breakdown of IQ Scores
• 1 to 24: Profound mental disability.
• 25 to 39: Severe mental disability.
• 40 to 54: Moderate mental disability.
• 55 to 69: Mild mental disability.
• 70 to 84: Borderline mental disability.
• 85 to 114: Average intelligence.
• 115 to 129: Above average or bright.
• 130 to 144: Moderately gifted.

35. What is cooperative learning
Cooperative learning teaches students to work together and also improves
social skills, problem-solving ability, and conflict resolution. There are
several learning activities that teachers use to promote cooperative
learning, including jigsaw, jigsaw II, and reciprocal teaching.
collaborative (or cooperative) learning approach involves pupils working
together on activities or learning tasks in a group small enough to ensure
that everyone participates. Pupils in the group may work on separate tasks
contributing to a common overall outcome or work together on a shared
task.

36. What is cooperative learning
The five basic elements of cooperative learning are:
• Positive interdependence.
• Individual and group accountability.
• Interpersonal and small group skills.
• Face-to-face promotive interaction.
• Group processing.

37. Why cooperative learning is
important?
The interactive and interdependent components
of cooperative learning offer the emotional and
interpersonal experiences that boost emotional
awareness, judgment, critical analysis, flexible
perspective taking, creative problem-solving,
innovation, and goal-directed behavior.

38. Benefits of Cooperative Learning
• Gaining leadership and decision-making
skills. ...
• Acquiring conflict management skills. ...
• Increases employee work engagement. ...
• Enhancing communication skills. ...
• Personal responsibility. ...
• Gaining confidence. ...
• Positive attitude towards colleagues.