Current Communicative Approaches

Content-based instruction
1. The theory of cooperative language learning
  1. It is part of a pedagogical approach generally known as collaborative learning (CL). Developed in the 1960s and 1970s, traditional classroom models were teacher-led and encouraged competition rather than cooperation among older students. It was a constant concern that there was no connection with the students' educational process.
    1. Cooperative learning aims to do the following:
      1. 1.- Increase the performance of all students.
        2.- Help the teacher to relate positively.
        3.-Give students the experience they need for social and cognitive development.
        4.- Replace competitive structures with organized structures based on teams.
    2. The objectives to generate opportunities in the acquisition of second languages are to carry out activities that integrate groups and pairs, the teacher will be able to provide methodologies where the objectives are achieved and the students are able to apply them in their environment, allowing the structuring of communicative functions through the use of interactive tasks where the student will be motivated thanks to the participation he is exercising, managing to release his stress and create a positive affect in the classroom.
2. It is a method of teaching a second language that integrates language teaching with academic disciplines, it is the vehicle itself to strengthen general skills and knowledge and becomes an integral part of the school environment
  1. Krashen suggests that a second language is acquired more successfully when learning is similar to the acquisition of the native language, with more attention paid to the mechanisms of the activities.
  2. When students engage in meaningful work, they acquire language naturally, much like when they learn to walk.
  3. There are ways to generate content-based teaching for thematic lessons:
    1. Preparation: Choose a topic that is of interest to students.
    2. Use sources of information that address one aspect of the topic.
    3. Divide students into groups to do activities.
    4. Make different groups where you rotate to share information and compare it.
    5. Preparation of a group report.
3. TECHNIQUES:
  1. A) Cooperative learning: Students with different types of language acquisition or different abilities work together to achieve a goal. B) Experiential learning: Students develop knowledge through specific tasks. C) Linguistic approach: It is based on language and content, emphasizing both meaningful work and the use of language, contributing to oral and written language. D) Graphic organizers: Allows you to organize the information obtained, reading strategies and increase content retention.
    1. The realization of learning progress will depend on the effort emitted by the students, the institution in which they are located and the management of the sources of information, always ask for the opinion of the students to know what can be improved and what could be solved.
Task-based language teaching
1. The era of post-methods.
  1. It is a vision of teaching focused on self-observation in class, where the teacher develops theory about teaching and learning practices that are effective when put into practice.
    1. The language teacher must be reflective, critical and creative so that she can adequately analyze and address a class topic.
      1. The teaching needs of a language depend on the different contexts and profiles of the students, this means that the teacher must adapt their methodologies by addressing objectives and goals through positive points.
        Applying the communicative method does not mean that students must be corrected all the time, it must necessarily be done in the respective cases.
  2. The teaching process must be based on:
    1. The needs of the students
      1. Their learning styles
        Promoting communicative interaction
        The collaborative environment
        The development of autonomy
        Learning strategies
        the offering of input
        Knowledge of the methodology of the language
2. Task-based language teaching (TBLT), refers to the approach of using tasks as language teaching planning, also represented as logical communicative language development, since 1980.
  1. Communicative teaching: 1.-Activities that involve real communications are essential. 2.-Activities where language is used to perform tasks promote learning. 3.-The language that makes sense for the student favors their learning process.
    1. The task involves students understanding, manipulating, producing and interacting in the language, mainly the task tends to have a sense of completeness and solutions.
3. The role of the tasks is to provide support in the pedagogical development and acquisition of second languages, it is also a tool and strategies for the formal teaching of grammar in the language.
  1. Students must carry out work that provides the learning process so that they obtain opportunities for knowledge, this learning depends on the students but not on understandable input since it should not be forced into the tasks, it is better to carry out natural and communicative participation.

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Current Communicative Approaches

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