Silent Way was created in the 1970s

by Caleb Gattegno
Learning is a process which we
mobilize our inner resources to meet
the challenge at hand.

Learning is facilitated if the learner

discovers or creates rather than
remembers and repeats what is to be
learned.

We integrate into ourselves whatever

new, and we use it as a step for further
learning.

Learners role.
He can depend on their own resources.
He can use the knowledge of their own
language in a new language.

Independent

Autonomous

Responsible

He can choose different proper expressions

He must choose intelligently and

carefully among any set of linguistic
choices.

Teachers role.
Teacher is a neutral observer.
Teacher silence is, perhaps, the most demanding aspect
of the Silent Way. Teacher silently monitors learners
interactions.
Teaching meant to present an item once, using typically
nonverbal clues to get across meaning. So, he uses
gestures, charts and manipulates in order to elicit and
shape student responses.

The teaching/learning process.

SS begin their study of the language through its basic
building blocks, its sounds.
Sounds are introduced through a language-specific
sound-color chart.

 T leads their SS to associate the sounds of the L2 with

particular colors, and relate these sounds with SS native
language sounds.
These colors are used to help SS learn the spellings that
correspond to the sounds and how to read and pronounce
words properly through the color-coded Fidel charts.

 T seats up situations that focus SS attention of the

structures of the language.
Sometimes the situations provide a vehicle for use of rods
(Cuisinaire Rods).

With minimal spoken cues, the SS are guided to produce

the structure.
T works with SS for pronunciation that would be intelligible
to a native speaker of the L2.

 The T uses SSs errors as evidence of where the

language is unclear to SS and where to work.
SS gain autonomy in tha language by exploiring it and
making choices.
The T asks SS to describe their reactions to the lesson
or what they have learned.
This provides valuable information for the T and
encourages SS to take responsability for their own
learning.

Instructional materials
Sound-color chart

 Fidel charts

 Self- correction gestures. Finger

technique used to isolate a word.

 Cuisinaire Rods for store telling and

vocabulary.

 Silent Way Picture for vocabulary

study.

 Say It Again! Feedback Is the Key.

CONCLUSION

References
Richards, J. and Rogers T. (2001), Approaches and
Methods in Language Teaching. Cambridge:
Cambridge University Press.
Larsen F.D. (2000) Techniques and Principles in
Language Teaching. 2 ed. Oxford: Oxford University
Press.
Caleb Gattegno- THE SILENT WAY Disponible en:
http://es.slideshare.net/libiaespecializacao/silent-way2461139