(W)holistic Approach to Language Learning (1990s) European languages 180 Baja, Belaguas, Gomez, Torre (W)Holistic Approach KEY

PRINCIPLES:

Language should be taught as a whole, any attempt to break it into parts (i.e., vocabulary lists, phonics patterns, grammar exercises) destroys the spirit of language. Writing, reading, listening and speaking should be integrated in learning.

THEORY OF LANGUAGE (Richards and Rodgers 2001) Language as a vehicle for human communication interactional Language as a vehicle for thinking Language is used for meaningful purposes and to carry out authentic functions THEORY OF LEARNING (Richards and Rodgers 2001) Constructivist: Knowledge is socially constructed rather than received or discovered. create meaning, learn by doing, work collaboratively in mixed groups on common projects Focuses on the learners experience, needs, interests, and aspirations. (Bach 2005) authentic content-oriented product-oriented multi-sensory autonomous group-situated task-oriented process-oriented cognitive experiential context-situated collaborative

(W)Holistic Approach

An approach that considers the learner as a whole. Allows the learner to feel safe and happy interacting with real people and real life according to who he/she chooses to be at a pace that maximizes the individual potential. Allows the learner to discover, think, feel, imagine and practice language which is seen as a vehicle of culture and means of socialization.

DEEP END APPROACH

Term was coined by Johnson (1982) Brumfit (1978) outlines the strategy A modification of the traditional 'PRESENTATION PRACTICE PRODUCTION' SEQUENCE : Learner first communicates with available resources (Production) Presentation and practice follow if found necessary

Stage 1 : Production Stage 2 : (Presentation) Stage 3 : (Practice)

ASSUMED ADVANTAGES: Practices important risk-taking skills because the learner attempts to communicate at the first stage. Teaching content becomes 'student-determined based on learners' needs revealed at the first stage - learner performance at that stage controls what is presented and practiced at stages 2 and 3.

Learn the language by using it. Precursor to task-based learning. THEMATIC APPROACH Thematic Approach Content-based instruction Teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself (grammar or functions or language-based unit of organization) separately from the content being taught. Two central principles (Content-based instruction) 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. Content-based instruction better reflects learners needs for learning a second language. Theory of language Language is text- and discourse-based Language use draws on integrated skills Language is purposeful

Theory of learning People learn a second language most successfully when the information they are acquiring is perceived as interesting, useful and leading to a desired goal. Language learning is more motivating when students are focusing on something other than language, such as ideas, issues and opinions. Uses authentic texts, both written and spoken, that students will encounter in the real world. Teaching builds on the previous experience of learners. Language learning is typically considered incidental to the learning of content. Objectives Language learning objectives drive the selection of theme topics there are often set linguistic objectives in the curriculum. And thematic modules are selected for the degree to which they provide compatible contexts for working towards these objectives. However, theme-based instruction lends itself well to four-skills courses, since the topics selected provides coherence and continuity across skill areas and allows work on higher-level language skills (Brinton et al. 1989) Syllabus Organized around themes or topics such as Pollution or Womens rights The language syllabus is subordinated to the general theme. A topic may be introduced through a reading, vocabulary developed through guided discussion, audio or video material on the same topic listening comprehension, followed by written assignments integrating information from several different sources. Most of the materials used will typically be teacher-generated and the topic treated will cross all skills. Stimulates students to think and learn through the target language. Employs authentic materials require students to understand, interpret and evaluate information. Provides a forum in which students can respond orally to reading and lecture materials. Students are exposed to study skills and learn a variety of language skills