PortafolioLicCeleste

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UNIVERSIDAD MARIANO GÀLVEZ DE GUATEMALA FACULTAD DE HUMANIDADES

ESCUELA DE IDIOMAS 2012

Course: Introduction to Teaching English as a Foreign Language Code: 076-429 Teacher: Licda. Celeste Lemus

COURSE CONTENTS COURSE DESCRIPTION This course deals with major trends in twentieth-century language teaching helping student-teachers understand the history in language teaching through approaches and methods. Emphasis is placed on classroom teaching/learning experience. Students are expected to ground solutions to the pedagogical issues they face in current research in language education and pedagogy. The teaching of any subject matter is usually based on an analysis of the nature of the subject itself and the application of teaching and learning principles drawn from research and theory in the educational field. OBJECTIVES ü Every class will provide a chance for presentations discussing topics of interest,

share materials and solutions, and brainstorm about teaching approaches and methods and its implementation.

ü Students will highlight the similarities and differences between approaches and methods.

ü Share their experience in the method application. ü Enable student-teachers become better informed on the strengths, weaknesses,

and use of each method. ü Experience the interesting activities and techniques that can be applied in each

method. ü Provide with their appraisal of each method. (1MIN.PAPER)

CONTENTS

July 14 Explanation of the content and guidelines Methods and approaches timeline July 21 Multiple Intelligences-1min.-paper (Licda. Celeste Lemus) July 28 Multiple Intelligences test Total Physical Response (1 hour 1/ 2) (Elizabeth, Analu)

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Aug. 4 The Lexical Approach (Bryan-Luisiño) (1 hour 1/ 2) Aug. 11 Content-based Instruction - (David-Aura) (1 hour 1/ 2) Aug. 18 The Post Methods Era - (Karina-Carina) (1 hour 1/ 2) Aug. 25 MID-TERM TEST I

Sep. 1 Book report “The Woman in White”

Reading evaluation The Oral Approach and Situational Language Teaching (Gabriela-Marisol) (1 hour)

Sep. 8 Competency-based Lan. Tea. (1 hour 1/ 2) (Ilsia-Zonia) Sep. 15 No class Sep. 22 Audiolingual Method (Bryan –Luisiño) (1 hour)

The Natural Approach (Susy –Francis) (1 hour )

Sep. 29 Tasked based Lan. Teaching (1 hour) ( Ilsia and Zonia) Community Language Lear. (1 hour) - (Francis-Susy)

Oct. 06 MID-TERM TEST II Oct. 13 Reading circles “Brat Farrar” The Silent Way (Carina-Carina) (1 hour)

Oct. 20 No class Oct. 27 Cooperative Language Learning - (Delma –Norma) (1 hour 1/ 2)

Nov. 3 *Neurolingistic Programming - (Eli-Analu) (1 hour )

* Suggestopedia - (Norma-Delma) (1 hour)

Nov. 10 * Communicative Lan. Tea. (1 hour ) (David-Aura) *Whole Language (1 hour 1/ 2) (Gaby-Marisol)

Nov. 17 Review all methods (1:45) (Aimee-Wendy-Diana) Nov. 24 FINAL EVALUATION

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EVALUATION GENERALITIES Ø 80% of attendance to the course is required for the final test. Ø To do the final test, you should have 21 pts. (minimum) Ø Presentations must be given on the assigned dates. NO EXTRA CHANCES WILL BE

GIVEN UNLESS EXTRAORDINARY CHANGES. Ø Class starts at 7:00 – Room T -318

Students who come late 3 times will count as an absence. (Each absence means one point less)

BIBLIOGRAPHY

APPROACHES AND METHODS IN LANGUAGE TEACHING Cambridge University Press

Penny Ur 2nd edition

Reading Books = the Woman in White and Brat Farrar (Oxford Press)

(Available at UMG bookstore)

v Mid Term Tests ……………………... 30 pts. ( 15 pts. each ) v Final written exam ……………….. 20 pts. v Portfolio …………………………………10 pts. v Reading Evaluation ……………………5 pts. v Reading Circles…………………………5 pts. v Activities ………………………………..30 pts.

(Presentations, book report, Quizzes, research, and more …)

TOTAL …………………………………...100 pts.

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IMPORTANT ALIGNMENTS

READING: as you can see you will be reading two books during this semester, dates for book report is indicated in the syllabus as well as its evaluation. This is mainly to enhance your vocabulary and usage, apply reading strategies, and make reading a habit and much more. PORTFOLIO: As discussed in class this will be a compilation of all material presented in class divided into topics separated with dividers, formally done. It must include: ü Index ü General Introduction ü Introduction and conclusion per each topic ü Comments and your own experience per topic ü Compilation of all of the material per topic ü Annexes (any kind of pictures and photographs taken during the

presentations) ü General conclusion ü Bibliography/E-graphy

At the end you will present it on Nov. 17th, a week before the final test to be graded. PRESENTATIONS:

The written work should include: ü Introduction ü History of the approach or method ü Techniques, activities, and tips about the method ü Handouts ü A quiz ü Conclusion and comments ü Bibliography/e-graphy

During the presentation you should include

ü History of the approach or method (from the book) ü Video presentation of the approach or method ü Practice in class applying the method (variety of

techniques and activities: ppt, songs, games, etc.) ü Evaluation of your presentation

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Other instructions:

1. You must share material with classmates. 2. Hand to your master teacher information in a folder and in a USB so she

can send it to your classmates immediately. 3. If you will use a video, please download it first, and bring it in a USB. 4. When applying the method in class, you must have a copy of your material

for each member. TIME:

v Specified in syllabus. v Presentations of 1 hour and a half and 10 minutes for the quiz or

evaluation to have time for the one-minute paper. (Except for those where we have two in one day or the book evaluation day, which will take 1 hour) Please take note of this and plan your activities for the exact time.

IMPORTANT:

• Lots of participation is required. • All students must read about the topic the week before its presentation to

be able to share and participate.

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INTRODUCTION ------------------------------------------------------------ 7

* History of Methods and Approaches ------------------------- 9

* Multiple Intelligences ------------------------------------------ 16

* Methods and Approaches in Language Teaching---------- 32

* The Lexical Approach ----------------------------------------- 39

* Content-Based Instruction ------------------------------------- 50

* The Post-Method Era ------------------------------------------- 59

* The Oral Approach and Situational Language Teaching --- 62

* Competency-Based Language Teaching ------------------- 68

* Audiolingual Method ------------------------------------------ - 79

* The Natural Approach ------------------------------------------ 88

* Task-Based Language Teaching ------------------------------- 96

* Communicative Language Teaching ------------------------ 104

* The Silent Way -------------------------------------------------- 110

* Cooperative Language Learning ----------------------------- 115

* Neurolinguistic Programming --------------------------------- 121

* Suggestopedia ------------------------------------------------- 132

* Community Language Learning ------------------------------ 136

* ANNEXES -------------------------------------------------------- 136

* CONCLUSION -------------------------------------------------- 138

* Bibliography/ e-graphy --------------------------------------- 139

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The course “Introduction to Teaching English as a Foreign Language” , showed a series of important topics that teachers have to know and apply in some situations about teaching in class. The course permits to know the types of methods and approaches that have exist throughout many years ago.

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ü History of Methods and Approaches ü Multiple Intelligences ü Total Physical Response ü The Lexical Approach ü Content-Based Instruction ü The Post-Method Era ü The Oral Approach and Situational Language Teaching ü Competency-Based Language Teaching ü Audiolingual Method ü The Natural Approach ü Task-Based Language Teaching ü Communicative Language Teaching ü The Silent Way ü Cooperative Language Learning ü Neurolinguistic Programming ü Suggestopedia ü Community Language Learning ü Whole Language

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Throughout the time, there have been some methods and approaches of teaching a second language that psychologists have created and applied in determined groups of students depending of their different needs.

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MY OWN ELT TIME

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MY OWN ELT TIME

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Since 1900, psychologists and teachers have renewed and changed the way of teaching a second language through different kinds of methods and techniques according to necessities showed from 1900 to actually. The different approaches and methods in language teaching have been important factors that teachers have made use of them and their different techniques depending of students needs and conveniences.

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Brief descriptions of methods, approaches, and other aspects in Language Teaching: The Grammar-Translation Method: Grammar Translation was first known in the United States as the Prassian Method. One of the characteristics of Grammar Translation is that this method is taught deductively, that is, by presentation and study of grammar rules, which are then practiced through translation exercises. Language teaching innovations in the nineteenth century Toward the mid-nineteenth century several factors contributed to a questioning and rejection of the Grammar-Translation Method. Initially this created a market for conversation books and phrase books intended for private study, but teaching specialists also turned their attention to the way modern languages were being taught in secondary schools. The Reform Movement Language teaching specialists had done much to promote alternative approaches to language teaching, but their ideas failed to receive widespread support of attention. From the 1880s, practical-minded linguists began to provide the intellectual leadership needed to give reformist ideas greater credibility and acceptance. The Direct Method Other reformers toward the end of the century likewise turned their attention to naturalistic principles of language learning, and for this reason they are sometimes referred to as advocates of a “natural” method. in fact, at various times throughout the history of language teaching, attempts have been made to make second language learning more like first language learning. Sauveur and other believers in the Natural Method argued that a foreign language could be taught without translation or the use of the learner’s native language if meaning was conveyed directly through demonstration and action.

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Teaching a new language to students, involves to know which method is the best to achieve the main goal: “Make students apply a second language in the 4 aspects: writing, speaking, listening, and reading”. Grammar-Translation Method, Direct method, and other ones, were developed first, and actually some other methods and approaches are derived from Grammar-Translation and Direct methods.

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The Multiple Intelligences explain the different abilities/skills that each person develop, and then apply depending of social environment.

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ML GROUP ACTIVITY

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“Multiple Intelligences” involves make use of logic, mathematics, language, music, and other abilities that each person develop through different experiences in life situations and some knowledge acquired.

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Multiple Intelligences ML belong to a group of perspectives that focus differences between learners whom are viewed as possessing individual learning styles, preferences or intelligences. In 1993, Gardner proposed a view of natural human talents that are labeled the Multiple Intelligences Model. Gardner presents eight native intelligences which are:

Linguistic: the ability to use language in special and creative ways, which is something lawyers, writers, editors, and interpreters are strong in.

Logical /mathematical: the ability to think rationally, often found with doctors, engineers, programmers, and scientists.

Spatial: the ability to form mental models of the world, something architects, decorators, sculptors, and painters are good at.

Musician: a good ear for music, as is strong in singers and composers.

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Bodily/kinesthetic: having a well-coordinated body, something found in athletes and craftspersons.

Interpersonal: the ability to be able to work well with people, which is strong in salespeople, politicians, and teachers.

Intrapersonal: the ability to understand oneself and apply one’s talent successfully, which leads to happy and well-adjusted people in all areas of llife.

Naturalistic: the ability to understand and organize the patterns of nature.

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Every person develop one or more of the multiple intelligences and to apply the MI theory, language has to be integrated with music, bodily activity, interpersonal relationships, and so on.

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Total Physical Response is a language teaching method that consists of coordinate action and speech together. Its objective is to teach language through physical activities in the classroom .

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TPR is directed to the right-brain learning, it means that students learn through activities that improve their physic and mental ability, because they understand what they see and hear, and then, they act.

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Total Physical Response James Asher is the creator of this method, and he claims that speech directed to young children consists primarily of commands, which children respond to physically before they begin to produce verbal responses. TPR is directed to the right-brain learning. When sufficient amount of right-hemisphere learning has taken place, the left hemisphere will be trigged to produce language and to imitate others. Students and Teacher’s role Learners in Total Physical Response have the primary roles of listener and performer. They listen attentively and respond physically to com-mands given by the teacher. The teacher plays an active and direct role in TPR. The instructor is the director of a stage play in which the students are the actors.

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Total Physical Response, is a method usually applied in kids which combines movements with songs or other type of physical activities in class with the main objective to make students response and being involved in the topics

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HANDOUTS

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When we acquire a second language, we must develop a good lexical skill if we want to achieve an excellent communication of that language. Learning the lexical of another language becomes difficult but it makes easy with constant practice.

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IDIOMS

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SUMMARY

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The Lexical Approach refers to only one component of communicative competence; it lacks the full characterization of and approach or method. the teachers should spend less time explaining English language grammar, more time exposing students to useful language and doing awareness arising activities. The way that teachers view language, affects the way that they teach it.

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The lexical approach concentrates on developing learner's proficiency with lexis, or words and word combinations. It is based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or "chunks", and that these chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammar Lexical approach language consists of meaningful chunks that, when theyÂ´re combined, produce continuous coherent text. 'Lexical chunk' is an umbrella term which includes all the other terms. We define a lexical chunk as any pair or group of words which are commonly found together, or in close proximity What is a lexical chunk? Lexical chunks are multi-word units of language. Some never change (like Good morning!) while others allow some substitution to convey different meaning (like Please pass the __.) How to use lexical chunks with students in the classroom? Prefabricated sequences are lexical chunks that can often cause problems for our students. Combining lexical chunks (the raw material), pictures (content), and context (a situation), helps students learn language more effectively.

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The Lexical Approach is a kind of approach that permits students to improve their knowledge about the vocabulary. In this approach, the teachers become a student, because his objective is to achieve the participation from the students without correcting or helping in pronunciation.

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HANDOUTS

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The Content Based Instruction is an approach of second language teaching based on content/information that students will acquire making use of meaningful content. Students learn the language as a by-product of learning about a real-world content.

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SUMMARY

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The Content Based Instruction (CBI) is used in a variety of settings from ESP, because it leads to more successful program outcomes; it offers unlimited opportunities for teachers to match students’ interest and needs with meaningful content. The CBI stimulates students to think and learn through the target language, because they are exposed to study skills and learn a variety of language skills; it also prepares them for a range of academic tasks. The students will encounter.

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Content-Based Instruction is grounded on the following two central principles: (as we examine how these principles are applied in CBI, a number of other issues will also be considered): People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself. This principle reflects one of the motivations for CBI noted earlier that it leads to more effective language learning. Content-Based Instruction better reflects learner’s needs for learning a second language. This principle reflects the fact that many content based programs serve to prepare ESL students for academic studies or for mainstreaming; therefore, the need to be able to access the content of academic learning and teaching as quickly as possible, as well as the processes through which such learning and teaching are realized, are a central priority. Learner roles Learners themselves may be sources of content and joint participants in the selection of topics and activities. Such participation “has been found to be highly motivating and has resulted in a course changing its direction in order to better meet the needs of students”. Teacher roles Teachers are asked to view their teaching in a new way, from the perspective of truly contextualizing their lessons by using content as the point of departure. They are almost certainly committing themselves to materials adaption and development.

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The Content-Based Instruction refers when the teacher acts like a guide in the classroom, because he/she only gives interest and social topics to the students following them use conversation as a technique.

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HANDOUTS

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Introduction The studies of approaches and methods in the last years, has been characterized by a search for more effective ways of teaching second or foreign languages, in order to solution the “language teaching problems”. Solutions that can be used anywhere in the world.

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APPROACHES: A set of beliefs and principles that can be used for teaching a language. Communicative Language Teaching Competency-Based Language Teaching Content-Based Instruction Cooperative Learning Lexical Approaches Multiple Intelligences The Natural Approach Neurolinguistic Programming Task-Based Language Teaching Whole Language METHODS: A specific instructional design. Audiolingualism Counseling-Learning Situational Language Teaching The Silent Way Suggestopedia Total Physical Response To adopt a new method or approach it necessary: Easy to understand and use. Clear practical application. Special training Major changes in teacher´s practices and beliefs. Methodology that can readily be turned into teaching materials and textbooks. Support networks available in promoting or explaining it. Be promoting for a ministry or department of education, key educational administrator, leading academics, professional bodies and organizations.

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The history of language teaching in the last one hundred year has been characterized by a search for more effective ways of teaching second or foreign languages. Methods, approaches, and techniques now are different that in the past.

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The Oral approach involves more than oral abilities from the student, it involves the correct pronunciation of words to make students be able to initiate and maintain conversations.

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The Oral Approach was the accepted British approach to English language teaching by the 1950s. One of the most active proponents of the Oral Approach in the 1960s was the Australian George Pittman. v The origins of this approach began with the work of British

applied linguists in the 1920s and 1930s. v One of the first aspects of method design to receive attention was the

role of vocabulary. Theory of language: v The theory of language underlying Situational Language Teaching

can be characterized as a type of British “structuralism.” v Speech was regarded as the basis of language, and structure was

viewed as being at the heart of speaking ability. v The theory that knowledge of structures must be linked to situations in

which they could be used gave Situational Language Teaching one of its distinctive features.

Teacher roles:

v The teacher is required to be a skillful manipulator,

using questions, commands, and other cues to elicit correct sentences from the learners.

Learner roles: v The learner has no control over the content

of learning and is often regarded as likely to succumb to undesirable behaviors unless skillfully manipulated by the teacher. Ex. The learner might lapse into faulty grammar or pronunciation, forget what has been taught, or fail to respond quickly enough.

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Procedures associated with Situational Language Teaching in the 1959s and 1960s were an extension and further development of well established techniques advocated by proponents of the earlier Oral Approach in the British School of language teaching. The essential characteristics of SLT are seen in the “P-P-P” lesson model (presentation-practice-production) and its strong emphasis on oral practice, grammar, and sentence patterns.

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Oral approach is focused on develop the speaking language skills on students and make them able to start a conversation through the different activities made in class.

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HANDOUTS

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Competency-Based Language Teaching is designed not around the notion of subject knowledge, it is around the notion of competency. It explains how the students can use the language instead of their knowledge about the language.

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LESSON PLAN AND RUBRIC

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Competency-Based Language Teaching has competencies that coonsis of a description of the essential skills, knowledge, attitudes, and behaviors required for effective performance of a real-world task or activity. These performance-criteria form the basis for the assessment.

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CBE is an educational movement that focuses on outcomes or outputs of learning in the development of language programs. It emerged in The United states in the 1970s. CBE refers to an educational goal in terms of precise measurable descriptions of the knowledge, skills, and behaviors students should possess at the end of a course of study. Approaches in CBLT 1. Language is a vehicle for the expression of

functional meaning (functional view) 2. Language is a vehicle for the realization of interpersonal relation and for the performance of social transactions between individuals. Language is a tool for the creation and maintenance of social relations. (Interactional view) Competencies involved in CBLT: 1. Grammatical competence 2. Sociolinguistic competence 3. Discourse competence 4. Strategic competence Teacher’s role: The teacher has to provide positive and constructive feedback in order to help the students to improve their skills. She/he needs to be aware of the learners’ needs so that everybody feels welcome in class. Student’s role: The main goal of the learner in Competency-Based Language Teaching is to be able to adapt and transfer knowledge from one setting to another.

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Competency-Based Language Teaching increases the wish to get better about what we teach; also its main objective is to make students into “competent students” in the future.

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HANDOUTS

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This method, also called the Aural-oral or Army method, is like the structural linguistics to the language teaching. Here, a lesson begin with work on pronunciation , morphology, and grammar, followed by drills and exercises.

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ACTIVITIES

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The Audio-lingual Method is an oral based approach. Using different kinds of drill, the teacher a attempts to respond to the principles that the Method has. Language learning is a process of habit formation, so teachers need to provide students with a good model to mimic.

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Audio-Lingual Method was developed as a reaction to the grammar translation method, it is known as the “Army method” because it had its origins during World War II (1950s)

Some of the goals of this method are:

Use target language communicatively. Overlearn language so as to use it automatically without stopping to think. Learn the languabe by habit formation and language habits. Overcome old habits of native language. Teacher and Student’s role: The teacher is the director, “the orchestra leader”; she/he should provide a native-speaker-like model for imitation. Students repeat, and imitate teacher’s model, forming habits, they have to respond as quickly and accurate as possible.

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The Audio-lingual method consists of as something to the students and they have to repeat it.

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HANDOUTS

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The Natural Approach is focused on comprehension and a meaningful communication among teacher and students. NA establish less emphasis on grammar teaching monologues, direct repetition and accuracy.

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ACTIVITIES

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Natural Approach is based on teaching vocabulary in a “natural” way, without any kind of grammatical rules to give at students. Also, this approach is focused on children, because they are been involved naturally.

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The Natural Approach is one of the language teaching methods based on observation and interpretation of how learners acquire both first and second languages in non-formal settings. The approach focuses on input, comprehension, and meaningful communication and puts less emphasis on grammar teacher monologues, direct repetition accuracy. This method was characterized by a lot of teacher talk, made intelligible through the use of visual aids. Learner and teacher roles: The teacher provides a constant flow of comprehensible input in the target language and provides non-linguistic clues. The teacher has to create a harmonious classroom atmosphere that fosters a low affective filter. The teacher decides on the classroom activities and tasks regarding groups sizes, content and materials. The Students are not forced to respond orally and are allowed to decide their own when to start to speak. The students have to respond to simple questions and to use fixed conversational patterns.

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The natural approach refers to the natural way that the students acquire the second language at their first years. The teacher roles is to show a specific topic to the group of students in a natural way, with any kind of methodology.

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HANDOUTS

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Teachers should attempt to motivate their students using the target language for meaningful purposes and internationally support the latter while doing so. Many of the tasks that teachers are supposed to bring in the classroom have to be a motivating challenge to make students solving complex problems.

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Task-based learning focuses on the use of authentic language through meaningful tasks such as visiting the doctor or a telephone call. This method encourages meaningful communication and is student-centered. TBLT started in the 1970s when scholars argued that language instruction should teach both grammar and meaning. Tasks The focus on tasks in language teaching came about as a result of a greater understanding of why and how language learners go about learning a second foreign language. Teacher’s role: The main role of the teacher is to select and prepare tasks. Student’s role: Learners can be taught to assess their own performance, to do this, they need to understand the criteria used to asses them.

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TBLT offers the opportunity for natural learning inside the classroom, also emphasizes meaning over form, but can also cater for learning form, TBLT has intrinsically motivation and it is compatible with a learner-centered educational philosophy but also allows for teacher input.

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Task Based Language Teaching refers to teach through the use of tasks in the classroom. These tasks could be: writing a short story about what students’ habits, daily routines, etc.

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HANDOUTS

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Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “communicative approach”.

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The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s. Until then, Situational Language represented the major British approach to teaching English as a foreign language. In Situational Language Teaching, language was taught by practicing basic structures in meaningful situation-based activities. Features of CLT: � An emphasis on learning to communicate through interaction in the

target language.

� The introduction of authentic texts into the learning situation. � The provision of opportunities for learners to focus, not only on

language but also on the Learning Management process. � An enhancement of the learner’s own personal experiences as

important contributing elements to classroom learning. � An attempt to link classroom language learning with language

activities outside the classroom. Objectives: Students will learn to use language as a means of expression Students will use language as a means of expressing values and judgments Students will learn to express the functions that best meet their own communication needs.

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Communicative Language Teaching is best considered an approach rather than a method. Thus although a reasonable degree of theoretical consistency can be discerned at the levels of language and learning theory, at the levels of design and procedure there is much greater room for individual interpretation and variation than most methods permit. It could be that one version among the various proposals for syllabus models, exercise types, and classroom activities may gain wider approval in the future, giving Communicative Language Teaching a status similar to other teaching methods

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Communicative Language Teaching is an enjoyable way to increase the communication among students, this method is easy to apply; students here, learn unconsciously.

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HANDOUTS

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The Silent Way is a method devised by Caleb Gattegno that belongs to a tradition that views learning as a problem solving creative, discovering activity in which the learner is a principal actor.

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The Silent Way method is a method devised by Caleb Gatteno. The principal premise is that the teacher should be silent as much as possible in the classroom meanwhile the learner should be encourage to produce as much language as possible. Characteristics Silent way emphasises the autonomy of the learner. Pronunciation is seen as fundamental. The Silent Way uses a structural syllabus, and structures are constantly reviewed and recycled. The teacher’s role The teacher's role is to monitor the students' efforts, and the students are encouraged to have an active role in learning the language. Pedagogical materials that are both effective and fun to use D. Cuisenaire rods Rods are used to create clear and visible situations that enable students to understand how a given concept is expressed in the language. The Cuisenaire rods are wooden, and come in ten different lengths, but identical cross-section; each length has its own assigned color. The rods are used in a wide variety of situations in the classroom. At the beginning stages they can be used to practice colors and numbers, and later they can be used in more complex grammar. For example, to teach prepositions the teacher could use the statement "The blue rod is between the green one and the yellow one".

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Silence is considered the best vehicle for learning, because in silence student concentrate on the task to be accomplished and the potential means to its accomplishment. For the other hand, repetition consumes time and encourages the scattered mind to remain scattered. So silence, as avoidance of repetition, is thus and aid to alertness, concentration, and mental organization.

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Silent way shows a particular way of teaching a second foreign language, because its principal purpose is to let students learn the language by themselves. The teacher stay quiet as much as he/she can, and students speak as much as it is necessary.

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It is important to implement the interaction and motivation between students, and one strategy to carry out is by the “Cooperative Language Learning Approach”, which consists of make students work together to carry out the different tasks in class.

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There are many ways to implement cooperative learning in the classroom, and these are applied following the different types of cooperative learning, and the different tasks or activities described by the creator of this approach.

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The Cooperative Language Learning Approach, consists of groups learning activity organized, so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. Key elements of Cooperative Language Learning Positive interdependence. Group Formation. Individual Accountability. Social Skills. Structuring and Structures. Teacher and student’s role: Teacher speaks less; provide broad questions to challenge thinking, is a facilitator.

Students are directors of their own learning, they are members of a group who must work collaboratively on tasks with other group members.

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Cooperative Language Learning is an effective approach to use in the classroom because it permits make students work as a team, sharing their ideas in each task given by the teacher. Also, it is a good tool that permits students to develop their communicative skills, and to improve interpersonal relations between classmates.

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HANDOUTS LEARNING

TEACHER ROLES • Has to create a highly

structured and well-organized learning environment in the classroom, setting goals, planning and structuring tasks, etc.

• Teacher speaks less; provide broad questions to challenge thinking, is a facilitator.

BACKGROUND Is group learning activity

organized so that learning is dependent on the socially

structured exchange of information between learners in groups and in which each

learner is held accountable for his or her own learning and is

motivate to increase the learning of others. (Olsen and

Kagan 1992:8)

COOPERATIVE LANGUAGE LEARNING

Key elements • Positive

Interdependence.

• Group Formation.

• Individual Accountability.

• Social Skills.

• Structuring and Structures.

ACTIVITIES • Formal Cooperative Learning

Groups: - From one whole class

period to several weeks.

• Informal Cooperative Learning Groups: - From a few minutes to the

whole class period.

• Cooperative Base Groups: - Long term at least one

year.

LEARNER ROLES • As a member of a group who

must work collaboratively on tasks with other group members.

• Have to learn teamwork skills.

• They are directors of their own learning.

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Neuro-Linguistic Programming is an approach that involves to develop the five senses, making use of them for learn a second foreign language unconsciously through different activities which main objective is to stimulate each sense for acquire new knowledgement.

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Neuro-linguistic programming (NLP) is an approach to communication, personal development, and psychotherapy created in the 1970s. The founders of NLP are Richard Bandler and John Grinder. The Neuro part is concerned with how we experience the world through our five senses and represent it in our mind through neurological processes. The Linguistic part is concerned with the way the language use reflects our experience of the world. The programming part is concerned with training ourselves to think, speak and act in new and positive ways. Teacher’s roles: Analyst Guide Model Learner’s roles: Listener Performer Set goals

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NLP is a collection of techniques, patterns, and strategies for assisting effective communication, personal growth, change and learnin. It is based on a series of underlying assumptions about how the mind works and how people act and interact.

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Neuro-Linguistic Programming is not a method, and it doesn’t consist of a set of techniques for teaching a language based on some theory. It consist on psychology and involves the five senses, also it is related to the function of brain, lingual and a special program to make them work together.

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HANDOUTS

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Suggestopedia or “Desuggestopedia”, is a method with a specific set of learning recommendations derived from Suggestology, it is a science concerned with the systematic study of the nonrationl and/or nonconscious influences” that people beings are constantly responding to.

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The objectives of Suggestopedia are to deliver advanced conversational proficiency quickly. It bases its learning claims on student mastery of prodigious lists of vocabulary pair and, indeed, suggests to the students that it is appropriate that they set such goals for themselves. A Suggestopedia course lasts 30 days and consists of ten units of study. Classes are held 4 hours a day, 6 days a week. The central focus of each unit is a dialogue consisting of 1,200 words or so, with an accompanying vocabulary list and grammatical commentary. The dialogues are graded by lexis and grammar. The creator of this method (Lozanov) lists several expected teacher behaviors that contribute to these presentation:

• Show absolute confidence in the method. • Display fastidious conduct in manners and dress. • Organize properly and strictly observe the initial stages of the teaching

process – this includes choice and play of music, as well as punctuality. • Maintain a solemn attitude toward the session. • Give tests and respond tactfully analytical attitudes toward material. • Maintain a modest enthusiasm.

Materials: Materials consist of direct support materials, primarily text and tape, and indirect support materials, including classroom fixtures and music. The text is organized around the ten units described earlier. The textbook should have emotional force, literary quality, and interesting characters.

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Lozanov makes no bones about the fact that Suggestopedia is introduced to students in the context of a “suggestive-desuggestive ritual placebo-system”, and that one of the tasks of the suggestpedic leader is to determine which current ritual placebo system carries mot authority with students.

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Suggestopedia gives a schema, because each course that is involved in Suggestopedia has a duration of 30 days, the exact time to apply on the students.

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Community Language Learning is the name of a method developed by Charles A. Curran and his associates. This method represents the use of Counseling-Learning theory to teach languages.

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Community Language Learning draws on the counseling metaphor to redefine the roles of the teacher (the counselor) and learners (the clients) in the language classroom. The basic procedures of CLL can thus be seen as derived from the counselor-client relationship. Psychological counseling (client-counselor):

1. Client and counselor agree [contract] to counseling. 2. Client articulates his or her problem in language of affect. 3. Counselor listens carefully. 4. Client reflects on the interaction of the counseling session.

Community language learning (learner-knower:

1. Learner and knower agree to language learning. 2. Learner presents to the knower (in li) a message he or she wishes to

deliver to another. 3. Knower listens and other learners overhear. 4. Learner raptors (from tape or memory) and reflects upon the

messages exchanged during the language class. Humanistc techniques engage the whole person, including the emotions and feelings. Learner’s Role: Learners are expected to listen attentively to the knower, to freely provide meanings they wish to express. Teacher’s Role: Derives from the functions of the counselor . the conuselor’s role is to respond. Understanding the language of “feelings”, the counselor replies in the language of “cognition”.

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One of the key ideas is that the student is who determine what is to be learned, so the role of the teacher is that of a facilitator and support. According to Curran, a counselor helps a client understand his or her own problems better by capturing the essence of the effect, understanding the client and responding in a detached yet considerate manner.

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Throughout the course, we have discussed the description, characteristics, techniques, and other important aspects about important methods and approaches in language teaching. Each of these methods and approaches are focused on teaching a second foreign language (English) as well as possible.

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http://www.slideshare.net/furnisse/call-cbi-presentation http://en.wikipedia.org/wiki/Content-based_instruction

http://www.slideshare.net/furnisse/call-cbi-presentation

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