ADDITIONAL METHODS AND APPROACHES Preparation I - Part B. Presented by Ana T. Solano-Campos July 24, 2007.

Transcription

1 ADDITIONAL METHODS AND APPROACHES Preparation I - Part B Presented by Ana T. Solano-Campos July 24,

2 The Grammar- Translation Method Practitioners: Karl Ploetz (German scholar). Apply language rules and vocabulary to translations. Roles: Teacher centered. Teachers present rules. Students translate texts. Use of the native language is allowed. Interaction: N/A. Areas of language: grammar, reading (classic literature), writing. Error correction: The language is not used for communication. Grammar accuracy is important. Feelings: N/A. The Direct Method Practitioners: Francois Gouin, Harold Palmer, Emile de Sauze, the Reform Movement. Berlitz Schools. Based on psychology and ergonics. Repetition and memorization of language patterns. Roles: Teacher centered. Teachers are models. The teacher instructs exclusively in the target language (immersion). Interaction: Teacher-student. Areas of language: Grammar, through inferencing. Vocabulary, in context. Error correction: Feelings: N/A. The Audio-lingual Method Practitioners: Draws from Skinner (psychology-behaviorism) and Bloomfield (linguistics). Emerged from World War II soldiers need to learn languages fast. Language structures can become a habit Roles: Teacher centered. Students learn through dialogues and drills. Interaction: Teacher- student, studentstudent. Areas of language: vocabulary, grammar, and pronunciation. Error correction: consistent feedback (Herrera & Murry, p179) Feelings: N/A GRAMMATICAL/GRAMMAR-BASED APPROACH Historical: Nineteenth-century 2

3 Silent Way Practitioners: Caleb Gattegno (1972). Discovery and learning Roles: The teacher prompts students to discover the language. Students observe and try to use the appropriate language. Interaction: teacher-student. Areas of language: pronunciation, speaking, grammar. Error correction: at the moment of speaking. Feelings: N/A. Natural Way (Natural Approach) Practitioners: Krashen and Terrell. Comprehensible Input Roles: The teacher guides meaningful communicative activities. Students interact to communicate. Interaction: Teacher student, student-student (pairs, groups). Areas of language: From listening and speaking to reading and writing. Error correction: communication goes before accuracy. Feelings: the affective filter hypothesis. Recognition of silent period. Desuggestopedia Practitioners: Georgi Lozanov. Break down psychological barriers. Roles: The teacher is a counselor or facilitator. Interaction: teacher-student, pairs. Areas of language: listening, reading, grammar, spelling, pronunciation. Error correction: subtle. Feelings: emphasis on motivating and making students feel relaxed. COMMUNICATIVE APPROACH Early Methods: 1960 s and 1970 s 3

4 Integrated Content-Based Practitioners: Center for Applied Linguistics, Mohan, among others. Draws from English for Academic Purposes. Integration of language teaching aims with subject matter instruction (Snow, as in Celce- Murcia, 2001). Roles: ESL teachers collaborate with content area teachers (collaborative or adjunct model) in themebased instruction. Interaction: Teacher-student, student-student. Areas of language: all skills plus content and learning strategies. Error correction: Feelings: Interested in motivation and student engagement. (Diaz-Rico, 2004), (Stoller & Grabe, 1997). Sheltered Instruction Practitioners: Echeverria, Vogt, Short. Integration of language, grade level content, and culture. Roles: Teachers demonstrate, scaffold languagecontent. Students use language and academic content for communication in the same lesson. Interaction: teacher-student, student-student (pairs, groups), collaboration, meaningful activities, independent. Areas of language: Reading, writing, speaking, listening. Use of graphic organizers. Error correction: focus on the process, various assessments, not only the result. Feelings: Addresses students affective needs and learning styles (Echeverria, Vogt, & Short, 2004). COMMUNICATIVE APPROACH Contemporary Methods 4

5 Cognitive Academic Language Learning Approach (CALLA) Use of language for academic communication Practitioners: Based on cognitive revolution (1950 s, 1960 s). American Psychological Association, Ellen Bialystok. O Malley & Chamot. Roles: Teacher assess prior knowledge, promotes higher order skills and strategy learning. Teacher models and scaffolds knowledge. Students take active role in learning. Use graphic organizers and become aware of metacognitive skills among others. Interaction: Teacher-student (Language Experience Approach, whole langugage), student-student (cooperative learning). Areas of language: Metacognitive, language learning strategies, academic language, content area topics. Listening, speaking, reading, and writing (process writing). Error correction: Learning is a process. Encourage teacher and student monitoring Use of alternative assessment. Feelings: Motivation is important. ( O Malley & Chamot, 1994) COGNITVE APPROACH 1980 s and 1990 s- Contemporary 5

6 Community Language Learning Practitioners: mainly used in monolingual conversation classes. Roles: lessons are student centered, the teacher is seen as a counselor Interaction: students work in pairs, groups. Areas of language: vocabulary (student generated), reading, listening, writing, pronunciation. Error correction: is performed in a non-threatening way. Feelings: Relaxed environment, teacher validates students background and previous experiences. Total Physical Response Practitioners: James Asher, Roles: Teacher centered. Teacher models, students follow commands. Interaction: Teacher-student, student-student. Areas of language: Vocabulary, listening skills/ receptive language, grammar. Focus on comprehension. Error correction: when interfering with communication. Feelings: Respect for students silent period. Total Physical Response Story Telling Practitioners: Blaine Ray, 1990, Seelye, Romjin. Used mainly in Foreign Language Teaching (e.g. Spanish). Roles: Mostly teacher centered. The teacher presents vocabulary through gestures and tells stories Interaction: Teacher-student, student-student. Areas of language: Vocabulary with careful introduction of grammar by the second or third year. Error correction: by retelling and revising stories and vocabulary tests. Feelings: The teacher tries to incorporate the students names and characteristics (Peck, p.146). ADDITIONAL METHODS 6

7 Experiential Language Learning Practitioners: Dewey. Adapted in the United States in the 1960 s and 1970 s. Roles: student-centered, teachers and students as negotiators of curricula, students as parts of egalitarian learning communities. Interaction: pair work, collaborative groups, project work. Areas of language: four skills, sociolinguistic, strategic, and discourse competence. Error correction: in agreement with the wish to humanize the classroom (p.334). Feelings: acknowledges the socio-affective component of language learning (p.334). ADDITIONAL METHODS 7

8 Process Approach Practitioners: Emig. Dominant trend in teaching writing today. Serves as an umbrella for many types of writing courses (p.220). Roles: student-centered. Teachers provide students with strategies to start, write, and finish writing assignments by following stages. Interaction: Students are encouraged to develop a personal voice in writing (p.220). Areas of language: writing, focus switches from the product to the process. Error correction: there is a cyclical approach. Teacher, pair or self correction is done through drafting, editing. Feelings: N/A Immersion Education Practitioners: Adapted in 1965 in Canada to teach foreign languages. This is a content-based instruction model. Roles: native-like setting, teachers do not teach language but content. Students are expected to be bilingual Interaction: Areas of language: all language skills, academic language, and content in second language. Error correction: N/A Feelings: first language is not supposed to be used at school. Celce-Murcia p. 305, 304. Reading Approach Practitioners: Michael West. Roles: teachers do not need to be native speakers or proficient, reading is the most important skill. Interaction: N/A Areas of language: vocabulary, reading comprehension, translation is a common practice. Error correction: N/A Feelings: N/A Celce-Murcia pp ADDITIONAL METHODS 8