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Approaches and
Methodologies
- Grammatical
- outdated “historical artifact”
- Teacher centered emphasis
on the rules and structure
of target language
- Isolated sentences to complex texts
- Grammar-translation
- More emphasis on development of
reading writing and grammar.
- Became popular in the nineteenth century
- memorization of rules and vocabulary lists
- Became popular in the nineteenth century
- Less emphasis on oral language
development.
- Direct
- Focus on total immersion in L2: Sink or Swim
- No use of L1 allowed in the classroom
- Involves an open ended response to
materials the teacher brings into the
classroom.
- Audiolingual
- Grammar structures are carefully
sequenced and taught.
- Minimal use of L1.
- Emphasizes error correction drills and
repetitive practice designed to develope
particular language structures
- Memorization and recall that become habbit
- Memorization and recall that become habbit
- Emphasizes error correction drills and
repetitive practice designed to develope
particular language structures
- Minimal use of L1.
- Some importance on context through
objects, photos, diagrams, and drawings.
- Grammar structures are carefully
sequenced and taught.
- Dialog taught in context; exposure was key
- Teacher model; student practice
- Teacher model; student practice
- Audiolingual
- Involves an open ended response to
materials the teacher brings into the
classroom.
- Originated in late nineteenth century
- No use of L1 allowed in the classroom
- Direct method:
- teachers model, students practice
- less on explicit instruction more
on repetition and memorization
- teachers model, students practice
- Dialogue memorization.
- Repetition.
- Mnemonics.
- Kinetics
- Kinetics
- Mnemonics.
- Repetition.
- Dialogue memorization.
- Direct method:
- Used by troops in WW2
- Isolated sentences to complex texts
- learning experiences must
emphasize the explicit
teaching of grammar
- Rule based instruction
- Rule based instruction
- Teacher centered emphasis
on the rules and structure
of target language
- outdated “historical artifact”
- Communicative
- Emerged in the 1960s
- Due to concerns with
the effectiveness of
grammatical method
- Due to concerns with
the effectiveness of
grammatical method
- Learning through
communication,
constructivism, and
social interaction
- Student-centered emphasis
on communication and
meaningful acquisition of
knowledge
- Silent Way
- Teacher does the talking and doing: All L2 not L1
- Emphasis on pronunciation and word flow
- Simple linguistic situations: observe and describe
- Natural way
- Stresses comprehensible input.
- Comprehension proceeds production
- language progression emerges in stages.
- Communicative goals should guide instruction
- Suggestopedia
- Emphasis on relaxed physical setting: No Fear
- Visual aides to support meaning with L1
explanations of test, working with text through
role play, conversation, and retelling
- Not necessarily content-based
- Integrated content-based
- Emphasizes L2 development.
- Based on Academic & Linguistic needs including
grade level collaboration across subject areas
- Subject are content integrated into themed units
- Sheltered instruction
- Modified for grade level or second language
classroom as they have integrated language and
content objectives aligned with curriculum and
best practice standards for CDL students
- Scaffold grade level instruction with hands on
applications/ modified grade-level content
- Visuals, coop. learning, & guarded vocabulary
- Sheltered instruction method
- Scaffolding.
- Guarded vocabulary.
- Cooperative learning.
- Hands-on activities
- Hands-on activities
- Cooperative learning.
- Guarded vocabulary.
- Scaffolding.
- Reduced use of idioms.
- Manipulative and realia.
- Simulations / big books.
- Heterogenious grouping
- Heterogenious grouping
- Simulations / big books.
- Manipulative and realia.
- Reduced use of idioms.
- Sheltered instruction method
- Sheltered Instruction Observation Protocol-SIOP
- Visuals, coop. learning, & guarded vocabulary
- Scaffold grade level instruction with hands on
applications/ modified grade-level content
- Modified for grade level or second language
classroom as they have integrated language and
content objectives aligned with curriculum and
best practice standards for CDL students
- Sheltered instruction
- Subject are content integrated into themed units
- Based on Academic & Linguistic needs including
grade level collaboration across subject areas
- Emphasizes L2 development.
- Integrated content-based
- Not necessarily content-based
- Visual aides to support meaning with L1
explanations of test, working with text through
role play, conversation, and retelling
- Emphasis on relaxed physical setting: No Fear
- Should be designed to lower the affective filter
- Suggestopedia
- Communicative goals should guide instruction
- language progression emerges in stages.
- Comprehension proceeds production
- Referred to as the Natural Approach
- Stresses comprehensible input.
- learner developed own criteria for quality of
speaking, listening, and correction.
- Natural way
- Simple linguistic situations: observe and describe
- Emphasis on pronunciation and word flow
- Teacher does the talking and doing: All L2 not L1
- Silent Way
- research and theory based
approach
- Interpersonal interaction
leads to language
acquisition
- Language Acquisition Device
- Language Acquisition Device
- Interpersonal interaction
leads to language
acquisition
- Student-centered emphasis
on communication and
meaningful acquisition of
knowledge
- Emerged in the 1960s
- Cognitive
- Origins in 1980s and 90s research
- Concerned with the structure
and nature of complex
knowledge processes
(discovering recognizing,
conceiving, judging,
reasoning, and reflecting)
- Learning as knowledge
construction
- Learning as knowledge
construction
- Concerned with the structure
and nature of complex
knowledge processes
(discovering recognizing,
conceiving, judging,
reasoning, and reflecting)
- Learner-centered focus on
explicit teaching of learning
strategies (LS) in communicative
ways
- CALLA
- Developmentally appropriate
language instruction with focus on
prior knowledge
- Intentional focused on CALP
development in l1 and l2 as related
to content areas: emphasis on
academic language.
- Explicit instruction in the
metacognitive learning strategy, the
cognitive learning strategy, and the
social or affective learning strategy
- Content is introduced and scaffolded
with contextual supports and reduced
linguistic demands
- Explicit instruction that targets both
content and language acquisition
- Explicit instruction that targets both
content and language acquisition
- Content is introduced and scaffolded
with contextual supports and reduced
linguistic demands
- Explicit instruction in the
metacognitive learning strategy, the
cognitive learning strategy, and the
social or affective learning strategy
- Intentional focused on CALP
development in l1 and l2 as related
to content areas: emphasis on
academic language.
- Developmentally appropriate
language instruction with focus on
prior knowledge
- CALLA method
- cooperative learning.
- Explicit LS instruction.
- Maximizing content and
language objectives
- Maximizing content and
language objectives
- Explicit LS instruction.
- cooperative learning.
- KWL chart.
- Questioning.
- Word walls.
- Outlines
- Outlines
- Word walls.
- Questioning.
- Interactively variable
- Piaget; Gazzaniga; Edelman;
Oxford; Chamot; O'Malley; Hakuta;
Bialystok
- In this method the learner expands
what he knows by adding new
information to prior knowledge.
This is an example of active
learning. It’s a complex dance
between declarative knowledge,
procedural knowledge, and
conditional knowledge that
eventually allows us to process
that in our environment and learn
from it. Johnson argued that
declarative and procedural were
the two most important processes
for automatization, or the
restructuring of large amounts of
information. In this model the
student is self-aware of his
learning, what he wants to achieve,
and the techniques to get him
there.
- In this method the learner expands
what he knows by adding new
information to prior knowledge.
This is an example of active
learning. It’s a complex dance
between declarative knowledge,
procedural knowledge, and
conditional knowledge that
eventually allows us to process
that in our environment and learn
from it. Johnson argued that
declarative and procedural were
the two most important processes
for automatization, or the
restructuring of large amounts of
information. In this model the
student is self-aware of his
learning, what he wants to achieve,
and the techniques to get him
there.
- Piaget; Gazzaniga; Edelman;
Oxford; Chamot; O'Malley; Hakuta;
Bialystok
- Interactively variable
- KWL chart.
- CALLA method
- CALLA
- Relating known concepts to
known information in order to
facilitate learning.
- Learner-centered focus on
explicit teaching of learning
strategies (LS) in communicative
ways
- Origins in 1980s and 90s research
- References
- Chamot, A. U. (2009). The CALLA Handbook: Implementing the Cognative
Academic Language Learning Approach (2nd ed.). White Plains, NY: Pearson
Education Inc.
- Herrera, S. G., & Murry, K. G. (2011). Mastering ESL and Bilingual
Methods:Differentiated Instruction for Cullturally and Linguistically Diverse
(CLD) Students (2nd ed.). Boston, MA: Pearson Education, Inc.
- Herrera, S. G., & Murry, K. G. (2011). Mastering ESL and Bilingual
Methods:Differentiated Instruction for Cullturally and Linguistically Diverse
(CLD) Students (2nd ed.). Boston, MA: Pearson Education, Inc.
- Chamot, A. U. (2009). The CALLA Handbook: Implementing the Cognative
Academic Language Learning Approach (2nd ed.). White Plains, NY: Pearson
Education Inc.
- History
- Dates back to Mesopotamia
- Most prevalent in the Middle
Ages, the 18th, the 19th, and
1st half of the 20th centuries
- Most prevalent in the Middle
Ages, the 18th, the 19th, and
1st half of the 20th centuries
- Charateristics
- Methods
- Strategies:
- Examples from...
- Examples from...
- Techniques
- Perspectives
on Human
Developments
- Fixed/ Staged/ Predictable
- Locke; Hume; Watson;
Skinner; Palmer; Fries; Oller;
Obrecht
- This approach, though used for
many many years essentially
fails in offering the best options
of instruction. Rather than
teaching students how to use a
language it focused on teaching
about the language. This is how
I felt in my high school Spanish
class when we would spend
weeks on conjugating verbs.
This method does not provide
students with comprehensible
input, and research has shown
that students that are educated
in this manner do worse on
standardized tests. This
method doesn't work well and
is outdated.
- This approach, though used for
many many years essentially
fails in offering the best options
of instruction. Rather than
teaching students how to use a
language it focused on teaching
about the language. This is how
I felt in my high school Spanish
class when we would spend
weeks on conjugating verbs.
This method does not provide
students with comprehensible
input, and research has shown
that students that are educated
in this manner do worse on
standardized tests. This
method doesn't work well and
is outdated.
- Locke; Hume; Watson;
Skinner; Palmer; Fries; Oller;
Obrecht
- Fixed/ Staged/ Predictable
- Typically staged but
environmentally variable
- Vygotsky; Bakhtin; Brunner; Ansubel;
Papert; Krashen; Terrell; Echevarria;
Vogt; Short
- This approach places a major
emphasis on communication and
stresses that it is the primary
objective in learning, which makes
sense. Why are we learning a new
language except to communicate
with it? The theoretical foundation
for this approach is constructivism.
Believing that people are born with
certain abilities to comprehend,
construct, and produce language,
theorists argued that learning took
place through interactions
between the learner’s mind and his
environment. Learners do not
require explicit instruction but
rather the environment in which
they can socially interact with
others and therefore construct the
language for themselves
- This approach places a major
emphasis on communication and
stresses that it is the primary
objective in learning, which makes
sense. Why are we learning a new
language except to communicate
with it? The theoretical foundation
for this approach is constructivism.
Believing that people are born with
certain abilities to comprehend,
construct, and produce language,
theorists argued that learning took
place through interactions
between the learner’s mind and his
environment. Learners do not
require explicit instruction but
rather the environment in which
they can socially interact with
others and therefore construct the
language for themselves
- Vygotsky; Bakhtin; Brunner; Ansubel;
Papert; Krashen; Terrell; Echevarria;
Vogt; Short
- Typically staged but
environmentally variable
- Researchers/
Theorists
- Summary
- Dates back to Mesopotamia
Anexos de mídia
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