Whole language
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The whole language approach emphasizes meaning-making in teaching and learning. It aims to help students learn a second language naturally like a first language. The approach views language as a tool for human communication, where readers and writers interact authentically in real-world situations through social practices. Knowledge is seen as socially constructed rather than individually discovered. The teacher acts as a facilitator who collaborates with students to create knowledge based on their experiences, interests, and goals through flexible lessons and activities like group reading, writing workshops, and student-made books.
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Whole language
The Whole Language theory was created in the 1980s to teach children to read but was later applied to foreign language learning. It emphasizes teaching language as a whole through authentic activities rather than dividing it into separate components. While some see it as an approach and others as a philosophy, research shows it is mainly considered an approach that teachers can implement in different ways based on their students' needs. Whole Language focuses on using real-world materials and authentic contexts to facilitate collaborative, student-centered learning.
Whole language
The whole language approach to teaching reading emerged from Noam Chomsky's ideas about language acquisition and was popularized by Ken Goodman in 1967. Whole language emphasizes that children should focus on meaning and strategy when learning to read and write rather than individual letters and sounds. It is a constructivist approach where students construct their own understanding from experiences with language. Key principles include reading and writing for real purposes, meaning-centered instruction, and emphasis on motivation and engagement with literature.
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
Task-Based Language Teaching (TBLT)
The document discusses task-based language teaching (TBLT). It defines tasks as classroom activities that focus on meaning over form and involve students comprehending, manipulating, or interacting with the target language. TBLT moves learning from fluency to accuracy plus fluency by integrating the four language skills. The teacher's role is to select and sequence tasks and prepare students, while students participate in groups, monitor their learning, and take risks using the new language. The document outlines the framework of TBLT including the task cycle and language focus after tasks. It notes advantages like meaningful communication and exposure to language, and disadvantages like requiring creativity and resources.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
task based language teaching TBLT
The document discusses Task-Based Language Teaching (TBLT), an approach to language instruction centered around the use of tasks. Some key points:
- TBLT uses tasks as the core unit of planning and instruction, drawing on principles of Communicative Language Teaching. Tasks involve real communication and using language for meaningful purposes.
- A task is an activity or goal carried out using language. Examples include problem-solving, decision-making, information sharing. Tasks can be designed based on real-world or pedagogical needs.
- Proponents argue tasks provide better opportunities for language learning than traditional form-focused instruction. Tasks require negotiation of meaning and meaningful communication.
- The teacher
whole language
The whole language approach involves the simultaneous teaching of listening, speaking, reading and writing skills through exposure to meaningful content. It was developed by Noam Chomsky and Kenneth Goodman in the 1960s. Key principles include teaching English as spoken by native speakers with no separate phonics instruction, and emphasizing experience and exposure over parts of individual skills. The method uses big books with predictable text and rhyme/repetition to aid word recognition, allowing students to fill in missing words and complete rhymes.
Second Language Learning in the Classroom
The document summarizes 6 proposals for classroom teaching of second languages: 1) Get it right from the beginning focuses on structure and accuracy; 2) Just listen...and read is based on comprehensible input through listening and reading; 3) Let's talk emphasizes meaningful interaction and negotiation of meaning; 4) Two for one refers to content-based instruction where students learn a subject and language; 5) Teach what is teachable suggests some structures develop predictably while others depend on individual factors; 6) Get it right in the end emphasizes form-focused instruction and explicit error correction. Each proposal is accompanied by summaries of 2-3 research studies providing evidence for or against the approach.
Recommended
Whole language
The Whole Language theory was created in the 1980s to teach children to read but was later applied to foreign language learning. It emphasizes teaching language as a whole through authentic activities rather than dividing it into separate components. While some see it as an approach and others as a philosophy, research shows it is mainly considered an approach that teachers can implement in different ways based on their students' needs. Whole Language focuses on using real-world materials and authentic contexts to facilitate collaborative, student-centered learning.
Whole language
The whole language approach to teaching reading emerged from Noam Chomsky's ideas about language acquisition and was popularized by Ken Goodman in 1967. Whole language emphasizes that children should focus on meaning and strategy when learning to read and write rather than individual letters and sounds. It is a constructivist approach where students construct their own understanding from experiences with language. Key principles include reading and writing for real purposes, meaning-centered instruction, and emphasis on motivation and engagement with literature.
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
Task-Based Language Teaching (TBLT)
The document discusses task-based language teaching (TBLT). It defines tasks as classroom activities that focus on meaning over form and involve students comprehending, manipulating, or interacting with the target language. TBLT moves learning from fluency to accuracy plus fluency by integrating the four language skills. The teacher's role is to select and sequence tasks and prepare students, while students participate in groups, monitor their learning, and take risks using the new language. The document outlines the framework of TBLT including the task cycle and language focus after tasks. It notes advantages like meaningful communication and exposure to language, and disadvantages like requiring creativity and resources.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
task based language teaching TBLT
The document discusses Task-Based Language Teaching (TBLT), an approach to language instruction centered around the use of tasks. Some key points:
- TBLT uses tasks as the core unit of planning and instruction, drawing on principles of Communicative Language Teaching. Tasks involve real communication and using language for meaningful purposes.
- A task is an activity or goal carried out using language. Examples include problem-solving, decision-making, information sharing. Tasks can be designed based on real-world or pedagogical needs.
- Proponents argue tasks provide better opportunities for language learning than traditional form-focused instruction. Tasks require negotiation of meaning and meaningful communication.
- The teacher
whole language
The whole language approach involves the simultaneous teaching of listening, speaking, reading and writing skills through exposure to meaningful content. It was developed by Noam Chomsky and Kenneth Goodman in the 1960s. Key principles include teaching English as spoken by native speakers with no separate phonics instruction, and emphasizing experience and exposure over parts of individual skills. The method uses big books with predictable text and rhyme/repetition to aid word recognition, allowing students to fill in missing words and complete rhymes.
Second Language Learning in the Classroom
The document summarizes 6 proposals for classroom teaching of second languages: 1) Get it right from the beginning focuses on structure and accuracy; 2) Just listen...and read is based on comprehensible input through listening and reading; 3) Let's talk emphasizes meaningful interaction and negotiation of meaning; 4) Two for one refers to content-based instruction where students learn a subject and language; 5) Teach what is teachable suggests some structures develop predictably while others depend on individual factors; 6) Get it right in the end emphasizes form-focused instruction and explicit error correction. Each proposal is accompanied by summaries of 2-3 research studies providing evidence for or against the approach.
The audio lingual method ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
Direct method
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
Teaching grammar in the classroom
The document summarizes research on teaching grammar deductively versus inductively. It describes a study that compared teaching 10 French grammar points deductively by explaining rules first versus inductively by exposing students to example sentences first without explanation. Students performed better on immediate and delayed tests of the grammar points when they were taught inductively, discovering the rules through meaningful examples and communication rather than being directly taught the rules. The document concludes with criteria for effective inductive grammar lessons, noting students can communicate using new structures before being taught the linguistic rules.
A brief history of language teaching, the grammar translation method
The document provides a historical overview of language teaching methods. It describes how the Grammar Translation Method emerged in the 18th-19th centuries as the dominant approach, modeled on how Latin was taught. This method focused on detailed analysis and memorization of grammar rules, with an emphasis on translation of sentences and texts into and out of the target language. It involved little speaking practice and viewed language learning as the mastery of rules rather than communication. While Grammar Translation dominated until the 1940s, some critics argue it was not entirely without merit when implemented carefully.
Clt
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Audiolingual and Silent Way Methods
The document describes principles and techniques of the Audiolingual Method and Silent Way for language teaching.
For the Audiolingual Method, it emphasizes habit formation through repetition drills. Teachers present new vocabulary through dialogs and assess if students can correctly imitate examples. Students are expected to answer questions quickly and see the teacher as a leader.
The Silent Way focuses on students thinking independently and perceiving meanings. Teachers facilitate learning but remain mostly silent, correcting through gestures. Students take responsibility for their own learning through peer correction and choosing their own techniques. Progress is evaluated based on increased vocabulary and group work.
The Grammar Translation Method
The grammar-translation method focuses on teaching grammar rules and translating texts between the native and target languages. It was originally used to teach classical languages through reading and writing. Key principles include an emphasis on accuracy over fluency, learning vocabulary through direct translation, and discussing readings in the native language. Grammar is taught deductively through explanations in the native language and applying rules to translations.
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Task Based Language Teaching - TBLT
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
Task based-language-teachingkom-121024110933-phpapp01
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use through tasks rather than language drilling. A task in TBLT is a goal-oriented communicative activity with a clear outcome. The key principles of TBLT include engaging learners in authentic language use through tasks, enabling acquisition of new language and proceduralization of existing knowledge. It follows a task cycle of pre-task, task, planning and report with an optional analysis and practice phase. TBLT can be used to develop all language skills and accommodate different learner levels through appropriate task scaffolding and types.
Adopting and Adapting Materials
This document discusses selecting and adapting materials for language teaching. It begins by distinguishing between published materials like course books and authentic materials. Several criteria for selecting course books are outlined, including suitability for learners' level, skills focus, price, availability, and cultural sensitivity. Ways to evaluate course books are also presented. The document then discusses different types of adapting materials, such as adding, deleting, modifying, simplifying, and reordering. Considerations for selecting authentic materials and criteria for choosing materials in general are provided.
The Natural Approach
The Natural Approach is a language teaching method based on theories of second language acquisition. It focuses on providing students with comprehensible input through meaningful communication activities. Students progress through three stages: pre-production, early production, and speech emergence. The teacher acts as a source of input, manager of the learning environment, and director of classroom activities. The key principles are that language acquisition occurs naturally through communication, errors are accepted, and students should not be forced to produce language before they are ready.
Communicative Language Teaching (CLT)
The document discusses Communicative Language Teaching (CLT) at the level of approach and design. It defines CLT as an approach that emphasizes authentic communication, interaction, task-based activities, and language use for meaningful purposes. The goal of CLT is to develop communicative competence, which includes grammatical competence as well as sociolinguistic competence. In CLT, the teacher acts as a facilitator and the learner participates through cooperative work. The syllabus can be organized around grammar, skills, functions, or tasks to promote meaningful communication.
Content-Based and Immersion Models for ESL and EFL Language Teaching
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
COMMUNICATIVE LANGUAGE TEACHING
This document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in the 1970s with a focus on communicative proficiency over grammatical structures. Key principles of CLT are that the goal is effective communication, the teacher facilitates and students actively communicate. Activities include information gap tasks, role plays, and simulations. While CLT has advantages like interaction and enjoyment, criticisms note the difficulties in implementation and student needs/interests.
Grammar translation method presentation
The Grammar Translation method was used in the 18th-19th centuries to teach classical languages like Latin and Greek. It focused on reading comprehension and writing skills through translation exercises, grammar rules, vocabulary memorization, and little speaking practice. The goal was to read literature in the target language, not develop communication skills. Classes were taught entirely in the student's native language.
Communicative language teaching
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
Teaching reading
This document discusses areas of research in second language reading including bottom-up and top-down processing approaches, the role of schema theory and background knowledge, teaching strategic reading, extensive reading, reading fluency, the focus on vocabulary, and the role of affect and culture. It also covers genres of written language, characteristics of written texts, macro- and micro-reading skills, strategies for reading comprehension, types of classroom reading performance, principles for teaching reading skills, and assessing reading ability.
powerpoint Whole language
The whole language method is an approach to language instruction developed to help young children learn to read. It focuses on immersing students in a print-rich environment with various materials like posters, books, and student work displayed. Advantages include students having a better understanding of what they're reading in a more interesting way without strict rules or lists to learn. However, some disadvantages are that students may have trouble spelling and misinterpreting words without explicit phonics instruction. The teacher acts as a model, facilitator, and researcher, while students share responsibility for learning through individual and group activities with feedback. The overall goal is to view language holistically and help children learn reading and writing authentically.
The grammar translation method
This document describes the grammar translation method of teaching foreign languages. It was commonly used in the late 19th and early 20th centuries for teaching Latin and Greek. Key characteristics include using the student's native language for instruction, memorizing isolated vocabulary words, focusing on grammar rules and their application in translation exercises, reading difficult classical texts, and giving little attention to pronunciation. While it helped with mental discipline, it lacked oral practice and creativity in the classroom.
Whole Language Approach
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
GROUP 4 Whole Language.pptx
Whole Language was created in the 1980s by U.S. educators concerned with teaching language arts. It argues that language should be taught holistically rather than by separating its components. Whole Language instruction emphasizes learning to read and write naturally through real communication and reading for pleasure. It became popular in the 1990s as a motivating way to teach primary school children. The learning theory behind Whole Language is constructivism, where knowledge is constructed through experience rather than received. It focuses on integrating reading, writing and other skills, using authentic literature, and reading for comprehension.
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What's hot
The audio lingual method ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
Direct method
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
Teaching grammar in the classroom
The document summarizes research on teaching grammar deductively versus inductively. It describes a study that compared teaching 10 French grammar points deductively by explaining rules first versus inductively by exposing students to example sentences first without explanation. Students performed better on immediate and delayed tests of the grammar points when they were taught inductively, discovering the rules through meaningful examples and communication rather than being directly taught the rules. The document concludes with criteria for effective inductive grammar lessons, noting students can communicate using new structures before being taught the linguistic rules.
A brief history of language teaching, the grammar translation method
The document provides a historical overview of language teaching methods. It describes how the Grammar Translation Method emerged in the 18th-19th centuries as the dominant approach, modeled on how Latin was taught. This method focused on detailed analysis and memorization of grammar rules, with an emphasis on translation of sentences and texts into and out of the target language. It involved little speaking practice and viewed language learning as the mastery of rules rather than communication. While Grammar Translation dominated until the 1940s, some critics argue it was not entirely without merit when implemented carefully.
Clt
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Audiolingual and Silent Way Methods
The document describes principles and techniques of the Audiolingual Method and Silent Way for language teaching.
For the Audiolingual Method, it emphasizes habit formation through repetition drills. Teachers present new vocabulary through dialogs and assess if students can correctly imitate examples. Students are expected to answer questions quickly and see the teacher as a leader.
The Silent Way focuses on students thinking independently and perceiving meanings. Teachers facilitate learning but remain mostly silent, correcting through gestures. Students take responsibility for their own learning through peer correction and choosing their own techniques. Progress is evaluated based on increased vocabulary and group work.
The Grammar Translation Method
The grammar-translation method focuses on teaching grammar rules and translating texts between the native and target languages. It was originally used to teach classical languages through reading and writing. Key principles include an emphasis on accuracy over fluency, learning vocabulary through direct translation, and discussing readings in the native language. Grammar is taught deductively through explanations in the native language and applying rules to translations.
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Task Based Language Teaching - TBLT
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
Task based-language-teachingkom-121024110933-phpapp01
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use through tasks rather than language drilling. A task in TBLT is a goal-oriented communicative activity with a clear outcome. The key principles of TBLT include engaging learners in authentic language use through tasks, enabling acquisition of new language and proceduralization of existing knowledge. It follows a task cycle of pre-task, task, planning and report with an optional analysis and practice phase. TBLT can be used to develop all language skills and accommodate different learner levels through appropriate task scaffolding and types.
Adopting and Adapting Materials
This document discusses selecting and adapting materials for language teaching. It begins by distinguishing between published materials like course books and authentic materials. Several criteria for selecting course books are outlined, including suitability for learners' level, skills focus, price, availability, and cultural sensitivity. Ways to evaluate course books are also presented. The document then discusses different types of adapting materials, such as adding, deleting, modifying, simplifying, and reordering. Considerations for selecting authentic materials and criteria for choosing materials in general are provided.
The Natural Approach
The Natural Approach is a language teaching method based on theories of second language acquisition. It focuses on providing students with comprehensible input through meaningful communication activities. Students progress through three stages: pre-production, early production, and speech emergence. The teacher acts as a source of input, manager of the learning environment, and director of classroom activities. The key principles are that language acquisition occurs naturally through communication, errors are accepted, and students should not be forced to produce language before they are ready.
Communicative Language Teaching (CLT)
The document discusses Communicative Language Teaching (CLT) at the level of approach and design. It defines CLT as an approach that emphasizes authentic communication, interaction, task-based activities, and language use for meaningful purposes. The goal of CLT is to develop communicative competence, which includes grammatical competence as well as sociolinguistic competence. In CLT, the teacher acts as a facilitator and the learner participates through cooperative work. The syllabus can be organized around grammar, skills, functions, or tasks to promote meaningful communication.
Content-Based and Immersion Models for ESL and EFL Language Teaching
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
COMMUNICATIVE LANGUAGE TEACHING
This document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in the 1970s with a focus on communicative proficiency over grammatical structures. Key principles of CLT are that the goal is effective communication, the teacher facilitates and students actively communicate. Activities include information gap tasks, role plays, and simulations. While CLT has advantages like interaction and enjoyment, criticisms note the difficulties in implementation and student needs/interests.
Grammar translation method presentation
The Grammar Translation method was used in the 18th-19th centuries to teach classical languages like Latin and Greek. It focused on reading comprehension and writing skills through translation exercises, grammar rules, vocabulary memorization, and little speaking practice. The goal was to read literature in the target language, not develop communication skills. Classes were taught entirely in the student's native language.
Communicative language teaching
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
Teaching reading
This document discusses areas of research in second language reading including bottom-up and top-down processing approaches, the role of schema theory and background knowledge, teaching strategic reading, extensive reading, reading fluency, the focus on vocabulary, and the role of affect and culture. It also covers genres of written language, characteristics of written texts, macro- and micro-reading skills, strategies for reading comprehension, types of classroom reading performance, principles for teaching reading skills, and assessing reading ability.
powerpoint Whole language
The whole language method is an approach to language instruction developed to help young children learn to read. It focuses on immersing students in a print-rich environment with various materials like posters, books, and student work displayed. Advantages include students having a better understanding of what they're reading in a more interesting way without strict rules or lists to learn. However, some disadvantages are that students may have trouble spelling and misinterpreting words without explicit phonics instruction. The teacher acts as a model, facilitator, and researcher, while students share responsibility for learning through individual and group activities with feedback. The overall goal is to view language holistically and help children learn reading and writing authentically.
The grammar translation method
This document describes the grammar translation method of teaching foreign languages. It was commonly used in the late 19th and early 20th centuries for teaching Latin and Greek. Key characteristics include using the student's native language for instruction, memorizing isolated vocabulary words, focusing on grammar rules and their application in translation exercises, reading difficult classical texts, and giving little attention to pronunciation. While it helped with mental discipline, it lacked oral practice and creativity in the classroom.
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A brief history of language teaching, the grammar translation method
A brief history of language teaching, the grammar translation method
Task based-language-teachingkom-121024110933-phpapp01
Task based-language-teachingkom-121024110933-phpapp01
Content-Based and Immersion Models for ESL and EFL Language Teaching
Content-Based and Immersion Models for ESL and EFL Language Teaching
Similar to Whole language
Whole Language Approach
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
GROUP 4 Whole Language.pptx
Whole Language was created in the 1980s by U.S. educators concerned with teaching language arts. It argues that language should be taught holistically rather than by separating its components. Whole Language instruction emphasizes learning to read and write naturally through real communication and reading for pleasure. It became popular in the 1990s as a motivating way to teach primary school children. The learning theory behind Whole Language is constructivism, where knowledge is constructed through experience rather than received. It focuses on integrating reading, writing and other skills, using authentic literature, and reading for comprehension.
Susi susanti
Whole Language is an approach to teaching language arts that emphasizes teaching reading and writing as a whole rather than separate skills. It views language as a tool for communication and meaning making. The teacher acts as a facilitator, while students work collaboratively using authentic materials of their choosing to engage in reading, writing, and other skills. The goal is for students to learn language naturally through meaningful activities like story writing and peer interaction.
The whole language22 (2) (1)
The whole language approach teaches foreign language as a whole, without separating components like grammar and vocabulary. It emphasizes learning language naturally through reading, writing, and activities that are relevant to students. The key principles are that language learning should be authentic, personalized, self-directed, collaborative, and pluralistic. The teacher acts as a facilitator, focusing on real communication and creating a supportive learning environment.
PYP Language Workshop for Parents (January 2013)
This document provides information about a workshop for parents on language in the PYP. It includes an introduction with an activity to identify important jobs that require strong language skills. It then discusses views on language and has an activity for participants to share what they know and questions they have about the topic. The workshop aims and agenda are presented, covering beliefs about language learning, teaching strategies, how language is broken down in the curriculum, and the importance of mother tongue development. Activities during the workshop involve analyzing images, identifying language strands in the PYP, and learning about conceptual understandings and language acquisition.
Participatory approach 2
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.
Whole language
The Whole Language theory emphasizes teaching foreign languages in a natural, holistic way without dividing the language into separate components like grammar and vocabulary. It focuses on authentic activities like reading real texts and writing for a genuine audience. Learning is student-centered, with the teacher as a facilitator rather than expert. The goal is for students to use the language in meaningful, real-world contexts. While popular in the 1980s, critics argue it rejects principles of traditional ESL teaching by not directly teaching language skills.
The whole-language-approach (1)
The whole language approach emerged in the 1970s as a method of teaching children to read. It focuses on learning language as a whole through real communication, reading, and writing for pleasure. In this approach, reading is acquired through trial and error rather than direct instruction, and children are encouraged to guess words from context clues and use invented spelling. Teachers act as facilitators rather than transmitters of knowledge, focusing on students' needs, experiences, and interests to collaboratively create meaning.
Week 5
The document discusses task-based instruction and the shortcomings of communicative language teaching (CLT). It includes an agenda for the class that focuses on task-based instruction in the first half and the shortcomings of CLT in the second half. Several students provide their perspectives on task-based instruction and focus on form versus content in tasks. The roles of teachers, researchers, and testers in task-based instruction are discussed. Approaches to task-based instruction and issues arising from task adaptability are also covered. Finally, students voice their perspectives on the shortcomings of CLT as discussed in related readings.
The Political Dimension of Language Teaching and the Participatory Approach
The participatory approach aims to teach language in a way that empowers students and raises their political consciousness. The teacher identifies problems in students' lives and incorporates them into language lessons. Students learn to use the language to discuss and address real issues. Knowledge is jointly constructed through dialogue between the teacher and students. The teacher supports students and helps them advocate for themselves while teaching language skills. Students work collaboratively and are invited to express their feelings and evaluate their own learning.
Some approaches by linda
The document discusses different approaches to teaching English as a foreign language. It begins by defining approaches and explaining that they are influenced by theories of language and language learning. It then describes four main theoretical orientations for approaches: structural, cognitive, psychological, and functional. The remainder of the document outlines ten specific language teaching approaches: grammar-translation, direct approach, reading approach, audiolingual approach, communicative approach, silent way, community language learning, functional-notional approach, natural approach, and total physical response. It provides brief definitions and examples for each approach.
Discourse summary
This document discusses the importance of discourse analysis in language teaching. It notes that since the 1970s, the focus of language teaching has shifted from grammatical structures to communication. Discourse analysis provides a basis for decisions about language teaching and learning. Whereas language teaching used to focus only on sentences, more recent approaches examine discourse and texts. This requires considering sociolinguistic features and shared knowledge between participants. The document also discusses strategies for the four language skills - speaking, writing, reading and listening - and emphasizes incorporating contextual clues and background knowledge. It concludes that the main challenge is providing teachers proper grounding in discourse analysis to connect theory and practical classroom activities.
Metodos cuadro comparativo
This document outlines several language teaching methods and their key aspects, including:
- Whole Language Philosophy promotes holistic language learning through social activities and sees mistakes as learning opportunities. However, it lacks structure.
- Cooperative Language Learning uses small group work and focuses on social interaction. The teacher provides structured tasks and questions.
- The Communicative Approach aims to develop communicative competence through information sharing and meaningful tasks. It considers errors a natural part of learning.
A1.1 teacher ingles
The document provides guidelines for inclusive language usage in Ecuadorian educational documents. It states that one of the Ministry of Education's objectives is to promote gender equity in society and education. To achieve this, it recommends using gender-neutral terms like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both sexes. This practice follows the Real Academia Española's recommendation and is meant to avoid overly wordy expressions while still recognizing both sexes. It is signed by the President and Education Minister of Ecuador.
English book 1 teacher 2015 - 2016
The document provides guidelines for using inclusive and non-sexist language in educational documents from the Ecuadorian Ministry of Education. It explains that one of the ministry's objectives is to promote gender equity in Ecuadorian society and education. It recommends using gender-neutral words like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both women and men. This practice follows the recommendations of the Royal Spanish Academy and aims to avoid overly wordy expressions while allowing collective groups to be referred to using masculine grammar. It is signed by the President of Ecuador and the Minister of Education.
Learning To Rise Power Point
This document discusses instructional practices that best promote writing development in English language learners (ELLs). It notes that oral language development is strongly correlated with writing ability. Effective practices include explicit writing instruction, using mentor texts to guide writing, building writing instruction on oral language skills, and assessing students through portfolios, self-assessment, and observation. The goal is to create a safe environment where ELL students feel comfortable generating ideas and sharing their writing.
Balanced Literacy
Marilyn Jager Adams proposed a balanced literacy approach in 1990 based on the work of several reading experts. This approach became popular in the 1990s and remains popular today. A balanced literacy approach combines the best elements of phonics instruction and whole language approaches, incorporating reading, writing, and oral language. It includes self-selected reading, guided reading, phonics instruction, and writing.
Ci350 pillar powerpoint
This document discusses language acquisition in education. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. There are two categories of language acquisition: first and second language acquisition. Second language acquisition involves six steps from pre-production to advanced fluency. Language acquisition is important as it allows children to communicate their feelings, goals and intentions using proper grammar. In 21st century education, teachers apply language acquisition through vocabulary development, guided interaction, modeling thinking skills and using meaningful contexts and themes to engage students. Technology can support language teaching, differentiate instruction and connect classrooms globally to enhance language learning. An example of implementing language acquisition is using blogs for creative writing, peer feedback and assignments.
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Whole language
- 3. How does it relate to other theories and approaches? Emphasizes the importance of meaning and meaning making in teaching and learning. Is designed to help children and adults learn a second language in the same way that children learn their first language. It is seen as an approach based on the principle that it uses the4 main skills.
- 4. Approach: theory of language and of learning. Language is a vehicle for human communication in which there is a relationship between readers and writers. Real Authenticity situations Social practice
- 5. It is authentic. Personalized Self-directed Collaborative Pluralistic KNOWLEDGE IS SOCIALY CONSTRUCTED, RATHER THAN RECEIVED OR DISCOVERED. Teacher collaborates to create knowledge using students’ experience, needs, interests, and aspirations.
- 7. Teacher’s role: Facilitator and active participant in the learning community. Looks for the occurrence of teachable moments. (no preplanned lesson plan or script) Negociates a plan of work with the learners.
- 8. Student’s role: Is a collaborator Evaluator His learning experiences are used as resources for learning. Selectors of learning materials and activities. (real world materials)
- 9. How would you use it? Features: Literature Process of writing Encouragement of cooperative learning among ss. Concern for ss’ attitude. Activities: Individual and small group reading and writing. Ungraded dialogue journals Writing portfolios Writing conferences Student-made books Story writing (not based on a topic)
- 10. Advantages: Activities are meaningful. Facilitates the development of all aspects of a sencond language.
- 11. Critics: Anti-direct teaching Anti-skills Anti-materials. (authentic text are sufficient ot support second language teaching)
- 12. Any questions? THANK YOU FOR YOUR ATTENTION