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  • The Silent Way: Tell Me and I Forget

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    Kadir Berkant
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    The Silent Way is a language teaching method developed by Caleb Gattegno in the early 1970s. [1] It rejects the idea that learning is just forming habits and instead promotes learner autonomy and responsibility. [2] The teacher remains silent as much as possible to encourage independent discovery and self-correction by students. [3] Materials like sound-color charts, word charts, and Cuisenaire rods are used to teach grammar, vocabulary, pronunciation and develop oral skills without direct instruction from the teacher.

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    The Silent Way is a language teaching method developed by Caleb Gattegno in the early 1970s. [1] It rejects the idea that learning is just forming habits and instead promotes learner autonomy and responsibility. [2] The teacher remains silent as much as possible to encourage independent discovery and self-correction by students. [3] Materials like sound-color charts, word charts, and Cuisenaire rods are used to teach grammar, vocabulary, pronunciation and develop oral skills without direct instruction from the teacher.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    10 views4 pages

    The Silent Way: Tell Me and I Forget

    Uploaded by

    Kadir Berkant
    The Silent Way is a language teaching method developed by Caleb Gattegno in the early 1970s. [1] It rejects the idea that learning is just forming habits and instead promotes learner autonomy and responsibility. [2] The teacher remains silent as much as possible to encourage independent discovery and self-correction by students. [3] Materials like sound-color charts, word charts, and Cuisenaire rods are used to teach grammar, vocabulary, pronunciation and develop oral skills without direct instruction from the teacher.

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    of 4

    7.11.

    2019

    BACKGROUND
    THE SILENT WAY  Developed by Caleb Gattegno
     Early 1970s
    ‘Tell me and I forget.
    Teach me and I remember.
    Involve me and I learn.’

    Benjamin Franklin

    BACKGROUND VIEW/THEORY OF LANGUAGE


     Rejection of the idea ‘ Learning is a matter of forming
    • Language = a tool for self-expression
    habits. ’
     Recognition of human cognition in learning • Structural view

    The COGNITIVE APPROACH • Sentence Basic unit of teaching


    (Learning= dynamic, creative, discovery, hypothesis-testing activity)
     A shift to learner-centred approaches

    3 4

    VIEW/THEORY OF LEARNING AIMS / OBJECTIVES


     To help beginning-level ss develop oral &
    • L2 learners should be made responsible
    for their own learning. aural skills,
    • Teaching should be subordinated to  To provide ss. with basic knowledge of
    learning.
    grammar,
    • Learner autonomy/responsibility=
     Near-native fluency in TL,
    L2 learning
     To develop L2 learners’ autonomy.

    5 6

    1
    7.11.2019

    SYLLABUS AREAS OF LANGUAGE


    TAUGHT
    Structural
     STRUCTURES
    Not fixed
    Known Unknown  PRONUNCIATION

     VOCABULARY

    7 8

    SKILLS OF LANGUAGE TAUGHT TEACHER & LEARNER ROLES


    Teacher Learners
    SPEAKING, LISTENING

    READING,WRITING

     Silent
     Technician/Engineer  Autonomous

    9 10
    10

    ACTIVITIES/TECHNIQUES MATERIALS
     Sound-colour charts

     Teacher silence
     Peer correction
     Self-correction gestures
     Structured feedback

    11 12

    2
    7.11.2019

    MATERIALS MATERIALS
     Word charts  Fidel (Spelling)charts

    13 14

    MATERIALS
    Cuisenaire rods

    15 16

    GRAMMAR TEACHING VOCABULARY TEACHING


     through word charts & rods
     INDUCTIVE /IMPLICIT
     through word charts & rods

    17 18

    3
    7.11.2019

    USE OF L1 ERROR CORRECTION


    OUTXXX IN √√√

    L1= ERRORS=Natural
    & inevitable.
    ERRORS=SINS
    ‘TO ERR IS HUMAN.’
    19 20

     SW & communication in the TL?


     SW & different proficiency levels & age groups?
     Things we can teach about English through SW?
     Homework to ss? Why/not?
     L1 use? Should it be used in the L2 classroom or
    not? Why/not?
     A teacher- or learner-centered method?
    Why/not?
    21

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