Theoretical foundations for language education methods

1. Summary of elements of a
Method

2. Pisa (Programa Internacional
para la Evaluación de la
Organización para la
Cooperación y el Desarrollo
identificar estrategias para resolver problemas que
pueden presentarse en su cotidianidad en cualquier
contexto.
Application of
schooling in real life
memoryVs.

3. What if Colombia obtains the
peace?
How could be the possibilities for
Colombia if we obtain the peace ?

4. Focus on
meaning
:
•Making
compre
hensible
input
•Developi
ng
critical
Focus
on use:
(using
lge to)
•Genera
te new
knowle
dge
•Create
literatur
e and
Focus on
language:
•Awareness of
language and
uses
•Critical
analysis of
language
forms and
uses
Develo
pment
of
acade
mic
experti
se
academic

5. Exemplify with a
Licenciatura class the
academic expertise
framework

6. Grammar-translation
approach

7. Instruction in
the native
language of the
learners
There is little
use of the target
language for
communication
There is early
reading of

8. A typical
exercise to
translate
sentences from
the Tlge into the
mother tongue
(viceversa)
Inability to use
the Lge for
communication
Teacher does not

9. Direct
approach

10. No mother tongue (teacher
does not need to know the
student’s native language)
Lesson begin with dialogues
and anecdotes in modern
conversational style.
Actions and pictures: to
make meanings clear.

11. Grammar inductively
learned
Literary texts are read for
pleasure and are
analyzed grammatically.
The target a native
speaker or have native-
like proficiency in the
target language.

13. Grammar for reading
comprehension
Vocabulary is controlled at
first (frequency and
usefulness) and then
expanded.
Translation - classroom
procedure.

14. Reading comprehension
language skill
emphasized.
Teacher does not need
to have a good oral
proficiency in the target
language.

15. Total Physical
Response

16. coordination of
speech and action.
language through
physical (motor)
activity.
Several traditions:
Developmental
psychology
Learning theory
Humanistic pedagogy
Language teaching
procedures

17. Asher, “adult
second language
learning is
parallel to child
first language
acquisiton”
CommandsPhysical
ResponseVerbal
Response
The less stress

18. • Grammar-based
• Skillful use of
imperativeGrammatical structure
and vocabulary
• The more intensively and the more
often the trace, the stronger
memory association will be.
APPROACH:THE THEORY OF
LANGUAGE AND LEARNING

19. audiolingualism

20. Lessons begins with
dialogues
Mimicry and
memorization - habit
formation
Grammatical
structures are
sequenced and rules
are taught inductively

21. Skills sequence: listening, speaking-reading, writing
postponed. Pronunciation is stressed from the begining
Language no meaning or context.
Teacher must be proficient only in the structures,
vocabulary, etc. That s/he is teaching since learning
activities and materials carefully controlled

22. Select the elements you
consider could contribute
to current language
classes (use a graph)

23. Communicative approach

24. “There is no single text or authority on it,
nor any single model that is universally
accepted as authoritative.”
(Richards, J & Rodgers T. 1999)

25. CA is deemed a
success if the teacher
understands the
student.
errors resulting
from an influence
from their first
language.
Accent
Critiques of
CLT

26. The communicative approach or
Communicative Language
Teaching (CLT) is the name
which was given to a set of
beliefs which included not only
a re-examination of what
aspects of language to teach
but also a shift in emphasis on
how to teach!
CommunCommunicative Approach

27. • Meaning is paramount
• Dialogs, if used center around communicative
functions and are not normally memorized.
• Contextualization is a basic premise.
• Language learning is learning to
communicate.
• Comprehensible pronunciation is sought.
• Any tecnique which helps the learners is
accepted – varying accordins to their age,
interest, etc.
• Communicative competence is the desired
goal.
Richards, J. & Rodgers, T.

28. CLT
Non-communicative activities
No communicative desire
No communicative purpose
Form not content
One language item only
Teacher intervention
Materials control
Communicative activities
A desire to communicate
A communicative purpose
Content not form
Variety of language
No teacher intervention
No materials control
The communication continuum

29. “Acquisition refers to the
unconscious developmnet of
the target language system as
result of uisng the language
for real COMMUNICATION”
Krashen´theory (language
acquisition)

30. CLT: At the level of procedure
• Mechanical, meaningful, and communicative practice.
 Mechanical practice:
He _____________ (is/are) a soldier.
 Meaningful practice:
On the weekend, I’m going to_________________ in the morning.
I’m going to _____________ in the afternoon, but
I’m not going to __________.
 Communicative practice:
Ask your classmate about three things he considers when selecting a movie.
• Task 2: Identify these types of practice in your coursebook

31. CLT: At the level of
procedure
• Some types of activities
Information gaps (Activity 2)
Information gathering
(Activity 1)
Role-plays
Opinion sharing

32. Task-
based
Instru
ction

33. Task-
based
video

34. tasks for hundreds of
years.
Old tasks: piece of
translation often from a
literary source.
New tasks: posters,
brochures, pamphlets,
oral presentations,
radio plays, videos,
websites and dramatic
performances.

35. Willis, J.,
the traditional PPP
(presentation, practice,
production) lesson is
reversed.
In A Framework for
Task-Based
Learning, Jane Willis
presents a three stage
process:
Pre-task - Introduction
to the topic and task.
Task cycle - Task
planning and report
Language focus -
Analysis and practice.

36. Intermediate levels and
beyond, question its
usefulness at lower levels.
Change in the traditional
teacher's role.
The teacher as an
observer during the task
phase and becomes a
language informant only
during the 'language
focus' stage.

37. Meaningful tasks using the
target language:
visiting the doctor
conducting an
interview
calling customer
services for help.
Assessment on task
outcome (ie: the
appropriate completion of
tasks) not language forms.
TBLL especially popular for
developing target
language fluency and
student confidence.

38. Content-based Instruction (CBI)

39. Content-based Instruction (CBI)
(Davies, 2003)

40. The Common Underlying Proficiency Theory
(The Iceberg Analogy)

41. (Shang, 2006)

42.
Met’s Analysis (2004)
Content-Driven
Content is taught in L2.
Content learning is priority.
Language learning is secondary.
Content objectives determined by course
goals or curriculum.
Teachers must select language objectives.
Students evaluated on content mastery.
Language-Driven
Content is used to learn L2.
Language learning is priority.
Content learning is incidental.
Language objectives determined by L2
course goals or curriculum.
Students evaluated on content to be
integrated.
Students evaluated on language
skills/proficiency.

43. Sheltered
method
Theme-based
method
LanguageContent
CB-course

44. ClilContent and
Language
Integrated
Learning CLIL

45. Reflective format

46. Session
• Communication
• Content
• Culture
• Cognition

47. Content and Language
Integrated Learning
+
Language
Study
Subject
Study
Educational
approach with dual
focus
Integration

48. A successful CLIL lesson should
combine elements of the following:
Content Progression in knowledge, skills and
understanding related to specific
elements of a defined curriculum.
Communication Using language to learn whilst learning
to use language.
Cognition Developing thinking skills which link
concept formation, understanding
and language.
Culture Exposure to alternative perspectives
and shared understandings, which
deepen awareness of otherness and
self.

49. Lesson plan
Dialoguing
• 4cs aims
–Content: sources – material
–Communication: language development
–Culture: otherness?
–Cognitive: Bloom-s taxonomy – remember
– understand – apply – analyse – evaluate
- create