This document discusses principles and theories that can guide language teaching. It presents different teaching methods like the Silent Way and communicative language teaching. It argues that eclecticism alone is not sufficient and proposes an alternative framework focused on contextualization, negotiated interaction, learner autonomy and raising cultural awareness. The document emphasizes the importance of reflective teaching and considering the classroom context over rigidly following any single method.

1. Why jump on bandwagons! Ade Oliveira

2. Think of a lesson you have taught recently and write down at least one principle or theory that guided you in your teaching for that specific lesson. E.g. Grant students everything they bring with them.

3. A definition of method Write your definition on your sheet.

4. A method is a set of theoretical principles that will guide you on the design of your syllabus and the choice of activities you use in your classroom.

5. Classification of methods Language-centered Learner-centered Learning-centered

6. Audio lingual, Situational Language Teaching (Oral Approach) The Silent Way, CLT, TPR, the Lexical Approach CLL, the Natural Approach, TBL

7. Main differences LANGUAGE PRACTICE Form focused activities Meaning focused activities Problem solving tasks LEARNING Linear, additive process; linguistic competence Linear, additive process; communicative competence Non-linear process; incidental; communicative competence

8. Principles of the Silent Way Free our students. Develop awareness. Give and receive feedback. Promote independence, autonomy, and responsibility.

9. Can you name the method you use in your teaching? Write down one phrase or sentence that describes your teaching method.

10. The eclectic method “ There is no such a thing as an eclectic method if by eclecticism it is meant the random and expedient use of whatever technique comes most readily to hand. There is not merit to that.” Henry Widdowson

11. “ The weakness of the eclectic position is that it offers no CRITERIA according to which we can determine which is the best theory, nor does it provide any PRINCIPLES by which to include or exclude features which form part of existing theories or practices. The choice is left to the individual’s INTUITIVE JUDGMENT and is therefore too broad and to vague as a theory in its own right.” H.H. Stern.

12. METHOD Approach Design Procedure a. A theory of native language b. A theory of the nature of language learning a. The general and specific objective of the method b. A syllabus model c. Types of learning and teaching activities d. Learner roles e. Teacher roles f. The role of instructional material Classroom techniques, practices and behaviors observed when the method is used Richards, J.and Rodgers, T.( 1986) Method: Approach, Design and Procedure. TESOL Quarterly , 16 : 153-68.

13. WHAT GUIDES YOU IN YOUR TEACHING? Write down a set of principles.

14. THE PARAMETERS The parameter of particularity The parameter of practicality The parameter of possibility

15. An ALTERNATIVE TO METHOD rather than an ALTERNATIVE METHOD B. KUMARAVADIVELU

16. MAXIMIZE LEARNING OPPORTUNITIES

17. Lesson plan as road map: accidents may occur!!!! Textbook as a sourcebook Not a teaching syllabus but a learning syllabus Pay attention to what is going on before you.

18. MINIMIZE PERCEPTUAL MISMATCHES

19. Cognitive: I don’t understand/recognize X. Linguistic: I can recognize X but I can’t give an answer cause I don’t have enough knowledge of the language. Communicative: I don’t feel confident to participate in X. Pedagogic: I’m not clear about the purpose of X. Strategic: I’m not sure about the overall approach I need to take in order to work with X.

20. FACILITATE NEGOTIATED INTERACTION

21. Learners should be entitled to initiate topic and talk, not just react and respond!!!

22. PROMOTE LEARNER AUTONOMY

23. Can you help your students learn how to learn equipping them with the necessary means to self-direct and self-monitor their learning?

24. FOSTER LANGUAGE AWARENESS

25. Language awareness is a person’s sensitivity to and conscious awareness of the language and its role in human life. It’s more than just grammar.

26. ACTIVATE INTUITIVE HEURISTICS

27. Heuristics: a process of self-discovery. C-R activities

28. CONTEXTUALIZE LINGUISTIC INPUT

29. Is your book still on the table? If so, where are you? Where is the table? Who are the speakers involved?

30. INTEGRATE LANGUAGE SKILLS

31. How many times, in real life, do you watch a movie or listen to a song and fill in the blanks ?

32. ENSURE SOCIAL RELEVANCE

33. What are the sociocultural values embedded in the textbook? Who actually speaks that way?

34. RAISE CULTURAL AWARENESS

35. Whose culture are you working with? How will your students become aware of themselves as cultural beings? Does learning a new language mean learning a new culture?

36. “ To shape the practice of everyday teaching, teachers need to have a holistic understanding of what happens in their classroom. They need to:

37. Systematically observe their teaching. Interpret their classroom events. Evaluate their outcomes. Identify problems. Find solutions. Try them out to see once again what works and what doesn’t.” B. Kumaravadivelu

38. THERE IS NO EASY ANSWER. THERE IS NO RECIPE. THERE IS NO METHOD.

39. Have you ever engaged in reflective teaching? If yes, what difference has it made in your teaching?

40. One last question. What do the pictures in the slides have to do with this workshop?