Whole language
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The document discusses the whole language learning approach to teaching language, which involves learning language as a whole through activities like reading aloud, journal writing, and sustained silent reading, rather than focusing on fragmented parts like individual grammar rules. It notes that whole language classrooms provide examples and models for students to learn from, allow students to work at their own ability level, encourage sharing responsibility for learning, and provide feedback from teachers and peers. Teachers assess students through all of their classroom activities.
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Whole language
The document discusses the whole language approach to teaching language. It is focused on teaching language as a whole rather than in fragmented pieces. There are eight components of the whole language approach including reading aloud, journal writing, sustained silent reading, shared reading, guided reading, guided writing, independent reading, and independent writing. The whole language classroom is characterized by things for students to read and edit, learning from models, working at an appropriate ability level, shared responsibility, active meaning making, risk-taking, and feedback from teachers and peers. Teachers continuously assess students through observing their writing, listening, discussions, speaking, and play.
Whole language eka
This document discusses whole language teaching methods. It lists various whole language teaching strategies like reading aloud, journal writing, and sustained silent reading. It also discusses different types of language skills like semantic, syntactic, and pragmatic skills. Finally, it notes that whole language focuses on teaching reading in context by looking at whole words rather than breaking words into parts.
Final whole language approach
Whole language is a philosophy of literacy instruction that emphasizes making meaning from text and expressing ideas in writing. It takes a constructivist approach where students build their own understanding from experiences. Key principles include a focus on meaning over decoding, accepting different learner needs, teaching skills in context rather than isolation, and assessing individual growth. The whole language approach grew out of Chomsky's theory of language acquisition and emphasizes reading as a psycholinguistic guessing game relying on holistic word examination rather than strict phonics rules.
Cll method
The document summarizes the Community Language Learning (CLL) method for teaching language. CLL uses counseling-learning theory and aims to create a non-threatening learning environment by having teachers take on the role of language counselors. It allows students to learn at their own pace and express themselves in their native language when discussing feelings about the learning process. The goal is for students to learn communicatively by interacting with each other and taking increased responsibility for their language learning.
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.
Reading to Speak
This presentation discusses integrating oral communication skills into English language teaching. It summarizes an article that argues speaking should be added to reading and writing lessons to ensure students practice oral skills. Three effective activities are described: read to act, where students act out stories; read to debate, where they discuss issues from texts; and read to interview, where they interview each other about texts. The goal is for students to improve spoken English, communication skills, and critical thinking by practicing oral representation of ideas from readings.
Free Oral Expressions
The document discusses teaching free oral expressions using English based on the Montessori approach in kindergarten. It aims to identify ways to implement Montessori in teaching oral expressions, problems teachers encounter, and solutions. The study focuses on two teachers, one Indonesian and one Filipino, at school X. It will use observation, note-taking, pictures and interviews to understand how teachers implement Montessori, challenges they face, and how they address issues.
Community language learning
Community Language Learning (CLL) is a language teaching method developed by Charles Curran in 1970. It is based on the humanistic approach and aims to provide a comfortable learning environment where students are treated as whole people. The teacher acts as a counselor rather than knowledge-giver, responding calmly and allowing students freedom to speak without interruption. Principles include tolerating mistakes, emphasizing speaking and listening over grammar, using inductive teaching, and working in groups. Activities include translation, group work, listening, conversations, and reflection. The student's role is as an independent client who determines conversation topics. CLL aims to overcome threatening factors in language learning.
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Whole language
The document discusses the whole language approach to teaching language. It is focused on teaching language as a whole rather than in fragmented pieces. There are eight components of the whole language approach including reading aloud, journal writing, sustained silent reading, shared reading, guided reading, guided writing, independent reading, and independent writing. The whole language classroom is characterized by things for students to read and edit, learning from models, working at an appropriate ability level, shared responsibility, active meaning making, risk-taking, and feedback from teachers and peers. Teachers continuously assess students through observing their writing, listening, discussions, speaking, and play.
Whole language eka
This document discusses whole language teaching methods. It lists various whole language teaching strategies like reading aloud, journal writing, and sustained silent reading. It also discusses different types of language skills like semantic, syntactic, and pragmatic skills. Finally, it notes that whole language focuses on teaching reading in context by looking at whole words rather than breaking words into parts.
Final whole language approach
Whole language is a philosophy of literacy instruction that emphasizes making meaning from text and expressing ideas in writing. It takes a constructivist approach where students build their own understanding from experiences. Key principles include a focus on meaning over decoding, accepting different learner needs, teaching skills in context rather than isolation, and assessing individual growth. The whole language approach grew out of Chomsky's theory of language acquisition and emphasizes reading as a psycholinguistic guessing game relying on holistic word examination rather than strict phonics rules.
Cll method
The document summarizes the Community Language Learning (CLL) method for teaching language. CLL uses counseling-learning theory and aims to create a non-threatening learning environment by having teachers take on the role of language counselors. It allows students to learn at their own pace and express themselves in their native language when discussing feelings about the learning process. The goal is for students to learn communicatively by interacting with each other and taking increased responsibility for their language learning.
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.
Reading to Speak
This presentation discusses integrating oral communication skills into English language teaching. It summarizes an article that argues speaking should be added to reading and writing lessons to ensure students practice oral skills. Three effective activities are described: read to act, where students act out stories; read to debate, where they discuss issues from texts; and read to interview, where they interview each other about texts. The goal is for students to improve spoken English, communication skills, and critical thinking by practicing oral representation of ideas from readings.
Free Oral Expressions
The document discusses teaching free oral expressions using English based on the Montessori approach in kindergarten. It aims to identify ways to implement Montessori in teaching oral expressions, problems teachers encounter, and solutions. The study focuses on two teachers, one Indonesian and one Filipino, at school X. It will use observation, note-taking, pictures and interviews to understand how teachers implement Montessori, challenges they face, and how they address issues.
Community language learning
Community Language Learning (CLL) is a language teaching method developed by Charles Curran in 1970. It is based on the humanistic approach and aims to provide a comfortable learning environment where students are treated as whole people. The teacher acts as a counselor rather than knowledge-giver, responding calmly and allowing students freedom to speak without interruption. Principles include tolerating mistakes, emphasizing speaking and listening over grammar, using inductive teaching, and working in groups. Activities include translation, group work, listening, conversations, and reflection. The student's role is as an independent client who determines conversation topics. CLL aims to overcome threatening factors in language learning.
Teaching Grammar.- Activity.
This document outlines an activity to teach 12-year old students about using the simple present tense third person singular correctly. The activity involves students looking at sentences on a board and identifying whether the verb used with a third person subject is in the correct singular or plural form. The purpose is to help students learn when to use the third person singular tense in daily life and to make grammar learning enjoyable through a game. Some sample sentences are provided for the activity.
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.
Language Experience Lesson Activity
This document describes a Language Experience Approach (LEA) lesson conducted by an elementary school teacher in Florida. The teacher had students collect leaves outside, then guided them through describing the experience. As the students shared what they did, the teacher wrote down their words to create a class-generated text. The teacher had the students read the text together multiple times. This LEA lesson supported language acquisition for English learners and helped develop reading skills for all students.
The Silent Way
The Silent Way is a language teaching method created by Caleb Gattegno in 1963 that utilizes extensive silence. The key principles are that learning is more important than teaching, students develop their own understanding rather than repeating a model, and errors are an important part of learning. Students must be observant, willing to discover the language independently, and have a positive attitude. The goals are for students to become independent, autonomous, responsible users of the language who can self-express and interact with others. Classroom activities include the teacher modeling words for students to incorporate into their own utterances with minimal guidance.
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.
Direct method
The document discusses the Direct Method approach to teaching foreign languages. Some key points:
1) The Direct Method was developed in the late 19th century as a reaction against traditional grammar-translation methods. It aimed to teach languages in a similar way that children acquire their first language.
2) Proponents believed the target language should be used exclusively from the beginning, with an emphasis on correct pronunciation, vocabulary taught through examples rather than translation, and inductive grammar instruction.
3) Notable early proponents included Franke, Sauveur, and Berlitz, whose schools employed the method. It focused on oral skills through techniques like questioning, dictation, and conversation practice.
4) While
Community language learning
Community Language Learning (CLL) is a language teaching method developed by Charles Curran that focuses on interaction and cooperation between learners. In CLL, learners form a small group and take turns expressing meanings in their native language that are then translated into the target language by the teacher. Learners are expected to listen attentively, repeat utterances, and support each other in a positive learning environment.
Teaching the language system
The document discusses techniques for exposing students to language in the classroom, including using realia, dialogues, texts, pictures and gestures. It also addresses why students make mistakes when learning a new language and how teachers should correctly students. Specifically, it notes that mistakes are natural but some require constant attention, and that teachers should point out mistakes and give students chances to self-correct or get help from peers before providing the answer themselves.
The silent way
The silent way is a language teaching method created by Caleb Gattegno that relies heavily on silence from the teacher. The teacher uses tools like colored rods and charts to present sounds and vocabulary visually, then observes students problem-solving and practicing pronunciation on their own or with peers. The goal is for students to do most of the talking while the teacher facilitates independently through gestures and modeling. Key aspects include students working cooperatively instead of competitively, with the teacher providing minimal direct instruction and correction in order to make students autonomous learners.
Lesson plan
This document discusses lesson planning for language teaching. It provides various metaphors that can be used to conceptualize a lesson, such as a variety show, conversation, climbing a mountain, etc. It also discusses questions about lesson preparation, including how far in advance lessons are planned, whether notes are used, what those notes consist of, and what is done with the notes after. Guidelines are provided for ordering components of a lesson, such as putting harder tasks earlier and having quieter activities before lively ones. Hints are also given for effective lesson management, like preparing more than needed and keeping time visible.
Approaches
The document discusses various language teaching approaches, methods, procedures and techniques. It defines each term and provides examples. Approaches describe theories of language learning that inform practices. Methods are practical realizations of approaches, including procedures and techniques. Procedures are sequences of techniques. Techniques are specific classroom activities. Some common approaches discussed include Grammar-Translation, Direct Method, Reading Approach, Audiolingualism, Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach and Communicative Approach.
Language Experience Approach
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
Mini research on psycholinguistic group 1
The document summarizes a mini research project on child language acquisition. It discusses the subject of the study, a 3-year old girl named Lailia Arumi Zahra. It analyzes her first language acquisition from her parents using an interactionist approach. It finds her second language acquisition in her play group is facilitated through a behaviorist teaching style, with habitual activities and modeling. The teacher also occasionally demonstrates interactionist qualities by engaging students in discussions.
Ch 5 the silent way
The document discusses the Silent Way language teaching method developed by C. Gattegno in the 1960s. It was a response to criticisms of behaviorism and structuralism, instead promoting an active, discovery-based approach to learning. The Silent Way method emphasizes students producing language from the start, with the teacher acting as a facilitator and staying silent as much as possible. Students are expected to learn through trial and error and helping each other, becoming autonomous learners.
SILENT WAY
The silent method is an educational approach developed by Caleb Gattegno that focuses on students discovering language concepts through problem solving using physical objects rather than direct instruction. The teacher's role is to silently monitor student interactions and provide clues, while students are expected to work cooperatively and self-correct through guided discovery. The goal is for beginning students to gain oral and written near-native fluency in the target language.
PSYCHOLINGUISTIC/A/5/2015
PSYCHOLINGUISTICS/A/5/2015
IAIN SALATIGA
Danang Sigit W. 113 – 13 - 065
Ahmad chudori 113 – 12 - 017
Yuyun azizah 113 – 12 - 150
Ismiatul faidah 113 – 12 - 167
Teaching Grammar
The document discusses various methods for teaching grammar in English language teaching (ELT), including the deductive and inductive methods. It also covers grammar presentation, practice, and exercises. Some key points made include: the deductive method can teach grammar in isolation while the inductive method has students discover rules through language use; grammar practice should involve mechanical and meaningful components; exercises should include recognition, drill, creative, and test activities; and form, meaning and use should all be considered when teaching grammar.
Silent way
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and discovery. Some key principles are that the teacher should be silent as much as possible, students rely on their own resources and problem-solving abilities, and learning is facilitated through the use of accompanying physical objects like color-coded charts. The goal is for students to become independent, autonomous, and responsible learners who can self-correct. The teacher observes students and provides minimal guidance, focusing on creating an environment where students can take risks and learn at their own pace through exploration and interaction with instructional materials and each other.
Target language presentation
The document discusses using target language assessments in K-8 world language classrooms rather than translating assessments. Presenters will demonstrate various assessment methods and tools that promote the use of the target language over translation. "Can-Do" statements can be used as an assessment tool to involve parents and generate interest in language programs.
Whole language
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.
Power point ctl
Contextual teaching and learning (CTL) is a method that helps teachers relate subject matter to real world situations to motivate learning. CTL is learner-centered and involves students actively constructing knowledge through meaningful connections, self-regulated learning, collaboration, and critical thinking. The teacher acts as a facilitator who plans lessons, implements activities, and assesses student learning through reflection and authentic assessments. CTL is based on constructivism and inquiry-based learning principles. It aims to make learning more productive and reinforce concepts for students by relating academic topics to real life experiences.
Role play.siti khtimah.pptx method
Role play is a teaching method where students assume roles or characters other than their own to practice skills and demonstrate understanding. It allows students to actively apply knowledge in a non-threatening environment using imagination. The teacher prepares scenarios for student groups to act out while others observe. This dynamic approach can enhance students' professional capabilities and train their imagination, though it requires creativity from both teachers and students and some students may feel embarrassed. Role play is concluded to be a situation where students demonstrate different characters to achieve learning goals.
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Teaching Grammar.- Activity.
This document outlines an activity to teach 12-year old students about using the simple present tense third person singular correctly. The activity involves students looking at sentences on a board and identifying whether the verb used with a third person subject is in the correct singular or plural form. The purpose is to help students learn when to use the third person singular tense in daily life and to make grammar learning enjoyable through a game. Some sample sentences are provided for the activity.
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.
Language Experience Lesson Activity
This document describes a Language Experience Approach (LEA) lesson conducted by an elementary school teacher in Florida. The teacher had students collect leaves outside, then guided them through describing the experience. As the students shared what they did, the teacher wrote down their words to create a class-generated text. The teacher had the students read the text together multiple times. This LEA lesson supported language acquisition for English learners and helped develop reading skills for all students.
The Silent Way
The Silent Way is a language teaching method created by Caleb Gattegno in 1963 that utilizes extensive silence. The key principles are that learning is more important than teaching, students develop their own understanding rather than repeating a model, and errors are an important part of learning. Students must be observant, willing to discover the language independently, and have a positive attitude. The goals are for students to become independent, autonomous, responsible users of the language who can self-express and interact with others. Classroom activities include the teacher modeling words for students to incorporate into their own utterances with minimal guidance.
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.
Direct method
The document discusses the Direct Method approach to teaching foreign languages. Some key points:
1) The Direct Method was developed in the late 19th century as a reaction against traditional grammar-translation methods. It aimed to teach languages in a similar way that children acquire their first language.
2) Proponents believed the target language should be used exclusively from the beginning, with an emphasis on correct pronunciation, vocabulary taught through examples rather than translation, and inductive grammar instruction.
3) Notable early proponents included Franke, Sauveur, and Berlitz, whose schools employed the method. It focused on oral skills through techniques like questioning, dictation, and conversation practice.
4) While
Community language learning
Community Language Learning (CLL) is a language teaching method developed by Charles Curran that focuses on interaction and cooperation between learners. In CLL, learners form a small group and take turns expressing meanings in their native language that are then translated into the target language by the teacher. Learners are expected to listen attentively, repeat utterances, and support each other in a positive learning environment.
Teaching the language system
The document discusses techniques for exposing students to language in the classroom, including using realia, dialogues, texts, pictures and gestures. It also addresses why students make mistakes when learning a new language and how teachers should correctly students. Specifically, it notes that mistakes are natural but some require constant attention, and that teachers should point out mistakes and give students chances to self-correct or get help from peers before providing the answer themselves.
The silent way
The silent way is a language teaching method created by Caleb Gattegno that relies heavily on silence from the teacher. The teacher uses tools like colored rods and charts to present sounds and vocabulary visually, then observes students problem-solving and practicing pronunciation on their own or with peers. The goal is for students to do most of the talking while the teacher facilitates independently through gestures and modeling. Key aspects include students working cooperatively instead of competitively, with the teacher providing minimal direct instruction and correction in order to make students autonomous learners.
Lesson plan
This document discusses lesson planning for language teaching. It provides various metaphors that can be used to conceptualize a lesson, such as a variety show, conversation, climbing a mountain, etc. It also discusses questions about lesson preparation, including how far in advance lessons are planned, whether notes are used, what those notes consist of, and what is done with the notes after. Guidelines are provided for ordering components of a lesson, such as putting harder tasks earlier and having quieter activities before lively ones. Hints are also given for effective lesson management, like preparing more than needed and keeping time visible.
Approaches
The document discusses various language teaching approaches, methods, procedures and techniques. It defines each term and provides examples. Approaches describe theories of language learning that inform practices. Methods are practical realizations of approaches, including procedures and techniques. Procedures are sequences of techniques. Techniques are specific classroom activities. Some common approaches discussed include Grammar-Translation, Direct Method, Reading Approach, Audiolingualism, Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach and Communicative Approach.
Language Experience Approach
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
Mini research on psycholinguistic group 1
The document summarizes a mini research project on child language acquisition. It discusses the subject of the study, a 3-year old girl named Lailia Arumi Zahra. It analyzes her first language acquisition from her parents using an interactionist approach. It finds her second language acquisition in her play group is facilitated through a behaviorist teaching style, with habitual activities and modeling. The teacher also occasionally demonstrates interactionist qualities by engaging students in discussions.
Ch 5 the silent way
The document discusses the Silent Way language teaching method developed by C. Gattegno in the 1960s. It was a response to criticisms of behaviorism and structuralism, instead promoting an active, discovery-based approach to learning. The Silent Way method emphasizes students producing language from the start, with the teacher acting as a facilitator and staying silent as much as possible. Students are expected to learn through trial and error and helping each other, becoming autonomous learners.
SILENT WAY
The silent method is an educational approach developed by Caleb Gattegno that focuses on students discovering language concepts through problem solving using physical objects rather than direct instruction. The teacher's role is to silently monitor student interactions and provide clues, while students are expected to work cooperatively and self-correct through guided discovery. The goal is for beginning students to gain oral and written near-native fluency in the target language.
PSYCHOLINGUISTIC/A/5/2015
PSYCHOLINGUISTICS/A/5/2015
IAIN SALATIGA
Danang Sigit W. 113 – 13 - 065
Ahmad chudori 113 – 12 - 017
Yuyun azizah 113 – 12 - 150
Ismiatul faidah 113 – 12 - 167
Teaching Grammar
The document discusses various methods for teaching grammar in English language teaching (ELT), including the deductive and inductive methods. It also covers grammar presentation, practice, and exercises. Some key points made include: the deductive method can teach grammar in isolation while the inductive method has students discover rules through language use; grammar practice should involve mechanical and meaningful components; exercises should include recognition, drill, creative, and test activities; and form, meaning and use should all be considered when teaching grammar.
Silent way
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and discovery. Some key principles are that the teacher should be silent as much as possible, students rely on their own resources and problem-solving abilities, and learning is facilitated through the use of accompanying physical objects like color-coded charts. The goal is for students to become independent, autonomous, and responsible learners who can self-correct. The teacher observes students and provides minimal guidance, focusing on creating an environment where students can take risks and learn at their own pace through exploration and interaction with instructional materials and each other.
Target language presentation
The document discusses using target language assessments in K-8 world language classrooms rather than translating assessments. Presenters will demonstrate various assessment methods and tools that promote the use of the target language over translation. "Can-Do" statements can be used as an assessment tool to involve parents and generate interest in language programs.
Whole language
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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This document discusses the whole language approach to language learning. It provides an introduction and outlines the components, characteristics, teacher's role, strengths, weaknesses, and principles of the whole language approach. It also discusses specific techniques used in whole language like reading aloud, journal writing, and guided reading. It notes that the whole language approach presents language holistically rather than separate skills, encourages learning through modeling, and involves active and autonomous learning where the teacher acts as a facilitator. The document concludes by stating evaluation is based on observation and portfolios in a whole language framework.
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The natural approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in the 1970s. It focuses on acquiring language through meaningful interaction in a low-anxiety environment, emphasizing vocabulary and relaxing students. The method aims to help students speak quickly by learning through relaxation at an elementary level, though it may lack focus and activities due to time constraints.
Riydha karina slt
Situational language teaching is an approach developed in the 1930s-1960s that uses real contexts to teach language. It is based on behaviorism and teaches language through habit formation and oral practice of vocabulary and grammar in classroom, hospital, market, and other settings. Lessons start with stress/intonation practice, present new structures/vocabulary, include oral and reading exercises, and aim to prepare students for spoken interactions. While it effectively introduces basic structures, it lacks learner control and creativity.
Anita
Neuro-linguistic programming (NLP) is the science of modeling patterns of human behavior. NLP studies how language affects neurological and biological processes to influence thoughts and experiences. NLP can help improve communication, relationships, and overall life situations by developing skills like rapport building and communicating using another person's preferred modalities of visual remembered, visual constructed, auditory remembered, or auditory digital information processing. NLP is an effective toolkit that can be applied in teaching, learning, and all other areas of life.
Tpr power point
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help students learn a second language. It focuses on listening comprehension over speaking and aims to help students feel comfortable without forcing speech. TPR starts with broad concepts and tolerance for errors before focusing on details. Storytelling is an interactive art that uses words and actions to reveal a story's elements and images while encouraging listeners' imaginations. It presents stories through vocalization, movement, and gesture.
Ema
This document describes the traditional grammar-translation method of teaching foreign languages. It focuses on learning grammatical rules deductively and then practicing translation between the target language and the student's native language. Grammar rules are learned by rote memorization and drilled through exercises. There is little focus on listening, speaking, or communication aspects of the language. The method assumes languages are acquired through translation skills at the expense of oral skills.
Method of teaching ema
The grammar-translation method focuses on learning grammar rules and their direct application to translation exercises between the target language and students' native language. Vocabulary is taught through bilingual word lists and direct translation. Students learn rules deductively and practice by translating isolated sentences. There is little focus on speaking, listening, or communication in the target language. Advanced students may translate whole texts, and assessment focuses on translating literary passages or texts.
Community language learning ,by syarifah karmila sari
Community language learning (CLL) is a humanistic approach to teaching language developed by Charles Curran. It focuses on communication and views students as whole people. CLL emphasizes interaction between students and between students and teachers. Techniques include recording student conversations, transcription, reflection, and group tasks. Evaluation is done through student writing or interviews. When students make errors, teachers repeat what they said correctly without direct correction.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Whole language
- 2. The whole language is learning language approach that give whole language learning, not fragmentary.
- 3. Example How to use punctuation mark, intonation, grammar, etc.
- 4. Based on Routman (1991) dan Froese (1991) Reading aloud Journal writing Sustained silent reading
- 5. Shared reading Guided reading Guided writing Independent reading Independent writing
- 6. The whole language class is full of thing that edition or printing. Student studies with model or example Student works and studies appropriate their ability
- 7. Student share responsibility in learning Student active in meaning learning Student braves to take on risk and free for experiment Student find feedback from teacher and friends
- 8. Teacher do assessment in all of student activities.
- 9. THANK YOU SO MUCH