Name: Yves Gerald E.

Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)

Part I. Task 4 Method Summary (June 26, 2021 Presentations)

Direction: Fill out the table with the distinct characteristics of the methods discussed today.

Influence on
Common
Current Theory of Theory of
Method Key Characteristics Teacher Role Learner Role Classroom
Language Language Learning
Activities
Teaching
Whole Language a philosophy, While rancor The teacher is The students Individual and Functional, Sociocultural
perspective, world continues, much seen as a will small group wherein learning theory,
view, or stance; of whole facilitator and collaborate reading and language is seen wherein language
and not a program language's an active with fellow writing as a vehicle for learning results
of hierarchical emphasis on participant in students, the th expression of from the dialogue
components or quality literature, the learning teacher and Ungraded functional between a learner
methods. cultural diversity, community. writers of dialogue meanings and and a more
and reading in texts. journals for performing knowledgeable
is an approach or groups and to The teacher will real-world other person;
attitude toward students is look for the Students are Writing activities. language learning
learning. It viewed widely supported occurrence of also portfolios is seen as a
language as a by the teachable evaluators process of guided
whole and should educational moments rather who will Writing participation,
be taught as such; community due than following a evaluate conferences mediated through
because when to its benefits of preplanned their own the direction of a
language is broken increased lesson. and other’s Student-made more
down into separate comprehension. learning with books knowledgeable
skills, the learner The importance The teacher has the aid of the other; and
can neither of motivation, the teacher. Story writing
appreciate nor long a central responsibility to
comprehend it fully focus of whole create a climate The learner
language that supports is self-
approaches, has collaborative directed. His
gained more learning and own
attention in the also to experiences
broader negotiate a plan are used as
educational work with the resources of
community in the learners. learning.
last few years.
Students are
No Child Left selectors of
Behind has learning
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)

brought a materials
resurgence of and
interest in activities.
phonics. Its
"Reading First"
program
addresses the
reading
deficiency in
elementary
students and
requires that
students must be
explicitly and
systematically
taught five skills:
phonemic
awareness,
phonics,
vocabulary,
comprehension,
fluency. During
the 2000s whole
language receded
to marginal
status, and
continues to fade.
Method Key Characteristics Influence on Teacher Role Learner Role Common Theory of Theory of
Current Classroom Language Learning
Language Activities
Teaching
Competency- Application of the The Philippine’s The role of the Students Before CBLT is based CBLT, like the
based language principles of k-12 educational teacher become considering on a functional other
teaching competency-based program hinges changes from apprentices. competency- and behavioristic
education, and on a competency- one of being an Their role based language interactional approaches,
primarily concerns based approach information- will be to teaching, it is perspective on shares the views
the accountability, to teaching. giver to that of integrate, necessary to the nature of based on which
management and a facilitator. produce, and clarify what is language. It language form
quantification of Western This does not extend meant by takes the social can be inferred
results of the Governors mean that knowledge. competency. contexts, in from language
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)

language teaching University has teachers no Students Mrowicki defines which language function; that is,
process. CBLT used a longer give take an competencies as is used, into certain life
focuses on the competency- information, active part in follows: account in encounters call
competencies and based model of but that they their own Competencies relation to which for certain kinds
outputs of the education since it give different learning and consist of a language is of language. It is
learners, and if we was chartered in types of work toward description of taught. thus implied that
consider teaching 1996. information and being the essential Language designers of
competencies as an deliver it in autonomous skills, always occurs CBLT
end in itself, The Mastery different ways. learners. knowledge, as a medium of competencies can
stakeholders Transcript Teachers They learn to attitudes, and interaction and accurately
become the object Consortium is a provide the think behaviors communication predict the
rather than the group of public materials, the critically and required for between people vocabulary and
subjects of the and private activities, and to adapt and effective with the aim of structures likely
educational process secondary the practice transfer performance of a achieving to be
schools which are opportunities to knowledge real-world task specific goals encountered and
working to utilize their students. across a or activity. These and purposes. experienced in
competency- The quality and variety of activities may be To this end, those particular
based learning as authenticity of settings. related to any CBLT has most situations that
part of their effort these materials Students domain of life, often been used are central to the
to create a new are central to have to be though have as a framework life of learner and
type of secondary the success of committed to typically been for language they also can
school transcript. class. continuing linked to the teaching in state these in
to work on field of work and situations where ways that can be
Some have each to social survival the language used to organize
criticized this competency, in a new skills they need teaching/learning
approach saying mastering it, environment. can be fairly units.
it may be and then accurately
impossible or progressing The activities in predicted or
impractical to to another the CBLT determined.
identify every classroom must
necessary be oriented
competency for toward the
specific ability to
situations. successfully
Supporters, complete a real-
however, argue world task. The
that if students most effective
have clearly materials will be
specified tasks authentic
and useful sample texts
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)

feedback, they related to a

are more likely to specific
be able to learn competency
to use the (e.g., completed
language in job applications;
practical settings. recordings of a
complaint about
a service). The
materials help
provide students
with the
essential skills,
knowledge,
attitudes, and
behaviors
required to meet
the competency
standards.
Method Key Characteristics Influence on Teacher Role Learner Role Common Theory of Theory of
Current Classroom Language Learning
Language Activities
Teaching
Text-based aims at developing Text-based CDC Students Analysis of Social semiotic Scaffolding
Instruction learners who can instruction is recommends to learn different text theory, wherein Learning: PPP
engage more familiar to teachers to through the types it views that Approach,
meaningfully with teachers in carefully choose guidance language is what wherein text-
different texts in Australia, New a text and support Text modelling people use to based approach
different contexts. Zealand and particular of the make meanings objectives can, to
Singapore, than reference to teacher. Text using language. a large extent, be
The TBI approach other parts of the learners’ deconstruction As the name achieved by
means that a series world. For those interest, Discourse and joint implies, text- means of the
of lessons probably unfamiliar with suitability level Analyst construction based application of the
one or two weeks’ it, text-based of difficulty and instruction phases presented
work will instruction appropriateness Self -monitor Teacher leads approach in the teaching
compromise a unit shares some when using the activities develops model.
which center features with Text-Based communicative
around a written Task-based Approach. Pair and group competence in
text. This will have language work activities learners through
to be chosen instruction, since The teachers mastering
carefully by the it focuses on have to select different types of
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)

teacher for its preparing and sequence The purpose of texts. The text-
suitability in terms learners for real- texts for the approach, based
of interest, level of world uses of planned and how it works instruction
difficulty, etc. English. direct and mediation means that the
instruction for strategies teaching should
Text-based a class to learn involved, such focus on all the
instruction, also the texts for as modelling and four language
known as a genre- them to scaffolding skills (speaking,
based approach, participate reading, writing,
sees actively in the and listening).
communicative class All activities are
competence as community and designed with
involving the the world at reference to a
mastery of different large. particular text.
types of texts. Text
here is used in a The teacher's
special sense to role, in addition
refer to structured to scaffolding,
sequences of is to select
language that are materials and
used in specific sequence the
contexts in specific curriculum.
ways. The objectives
in a TBI
curriculum
depends on the
text that is
used in the
learning
experiences.

Needs analyst
and syllabus
designer

Discourse and
conversation
analyst
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)

Provides
scaffolded
guidance
Method Key Characteristics Influence on Teacher Role Learner Role Common Theory of Theory of
Current Classroom Language Learning
Language Activities
Teaching
Task-Based an approach based As an outgrowth A central role of Many tasks Real-world Functional, Creative
Language on the use of tasks of the widespread the teacher is will be done tasks, which are wherein construction
Teaching as the core unit of interest in task- in selecting, in pairs or designed to language is hypothesis; and
planning and based teaching, adapting, small practice or primarily a
instruction in the Biennial and/or creating groups. For rehearse those means of Constructivism
language teaching. International the tasks students tasks that are making
Some of its Conference on themselves and more found to be meaning.
proponents (e.g., Task-Based then forming accustomed important in a
Willis 1996) Language these into an to whole- needs analysis
present it as a Teaching has instructional class and/or and turn out to
logical development occurred every sequence in individual be important
of Communicative other year since keeping with work, this and useful in the
Language Teaching 2005. Past learner needs, may require real world; and
since it draws on conferences have interests, and some
several principles been held in language skill adaptation. Pedagogical
that formed part of Belgium, the level. tasks, which
the communicative United States, have a
language teaching England, New psycholinguistic
movement from the Zealand, Canada, basis in SLA
1980s with the 2017 theory and
conference research but do
scheduled to take not necessarily
place in reflect real-world
Barcelona, Spain. tasks
These events
promote
theoretical and
practical research
on TBLT. In
addition, the
Japan
Association for
Language
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)

Teaching has a
special interest
group devoted to
task-based
learning, which
has also hosted
its own
conference in
Japan.

Part II.
Direction: Fill out the table with the macro skill(s) it suit(s), compatibility of the method to the skill to be taught, and the need for the method.

Method Macro Skill(s) to be taught with the method and its Highlight the need for the method
appropriateness/compatibility (Maybe its advantage over other methods which
could also be used to teach the macro skill)
Whole Language Reading and writing emphasizes functional, real purposes for writing
and reading

an approach to reading that uses stimulating

literature that children find very interesting. It is
a method where children are taught how to read
by making them understand how words are put
together and used to create meaningful sentences
in a language
Competency-based All macro-skills There are several advantages of a CBLT. First of
language teaching all, CBLT focuses “on language as a tool for
communication rather than on language
knowledge as an end in itself”. It promotes
responsible and accountable teaching. Referring
to benefits of CBE, Norton states that in CBE
learners’ confidence is enhanced because they
can achieve competencies required in the
performance in real life. Another benefit is that
the instructor in CBE is a facilitator and more
training time is devoted to working with learners
individually or in small groups rather than
presenting lectures.
Text-based Instruction Reading The objectives in a TBI curriculum depends on
the text that is used in the learning experiences.
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)

For example, the objectives for reading

newspapers are different from reading textbooks.

Instructional materials play a crucial role in TBI.

This is because of the emphasis on authentic
materials. As such, actual reading samples from
books, articles, and magazines are commonly
employed.
Multiple Intelligences All macro-skills – The focus is on process rather than product.
– Basic elements are purposeful activities and
tasks that emphasize communication and
meaning.
– Learners learn language by interacting
communicatively and purposefully while engaged
in the activities and tasks.
– Activities and tasks can be either: those that
learners might need to achieve in real life; those
that have a pedagogical purpose specific to the
classroom.
– Activities and tasks of a task-based syllabus are
sequenced according to difficulty.
– The difficulty of a task depends on a range of
factors including the previous experience of the
learner, the complexity of the task, the language
required to undertake the task, and the degree of
support available