Approaches to

teaching
Daniel Cabrera
Deily Ospino
Carlos Flores
Rosalía Castro
Valeria Pulgarin
Definition Don'
t forg
et

Is a way of looking at teaching and learning.

Underlying any language teaching approach is
a theoretical view of what language is, and of
how it can be learnt. An approach gives rise to
methods, the way of teaching something,
which use classroom activities or techniques to
help learners learn.
Principal
Approaches
AUTOMATICY
Help the students to start
thinking in the second
language
MEANINGFUL LEARNING

Use activities that students

can remember, they can be
funny or sad.
ANTICIPATION OF REWARDS

Create to the students ways to

be interesting in the class,
while they obtain a reward
INSTRICT MOTIVATION

Make the classroom a place where

they feel safe and motivated
STRATEGIC INVESTMENT

Guide to the students to how learn in a

autonomous way
LANGUAGE EGO
The students obtain a different identity
when learn another language
SELF CONFIDENCE
Create confidence to your students
RISK TAKING

Motivate to the student to lose the fear

LANGUAGE - CULTURE

Take into account that you are teaching

all about the language, including
culture, values and ways to think
NATIVE LANGUAGE

Use the educational tools to your students

participate in different things to interact
with native people
INTERLANGUAGE
Have in mind that the students have
many mistakes, but identify what is
the type of the mistake
COMMUNICATIVE COMPETENCE
Use all the skills to teach, grammar,
functional, sociolinguistic,
psychomotoric, and strategic
 01 METHODS
Defined by Edward Anthony (1963) a
method is “a plan of systematic presentation
of language based on a selected approach”

N.S Prabhu (1990) said For Jack C. Richard and

Theodore S. Rodgers (1986)
method was both,
Method was a an umbrella
classroom activities and
term to capture redefined
the theory that inform
approaches, designs and
them. procedures.
 METHODS: A CENTURY OLD
OBSESSION
The search of an
ultimate teaching
method
Started around 1880 with The
art of teaching and learning
foreign languages by François
Gouin
Methods, the
milestone of teaching
journey?
Paraphrasing Australian linguist
David Nunan (1991) there has
never and probably never will
exist a method for all.
 Methods, the milestone of teaching journey?
LINGUISTICS IMPERIALISM
Dr. Robert Phillipson in his article for THE GUARDIAN “Linguistic imperialism
alive and kickin (2012)” exemplified how English language supremacy can affect,
also how this is contradictory to English speaking countries current situation.
“One of the intriguing aspects of globalising Anglo-American expertise is that ELT is
not a high-prestige profession in either the US or the UK. In both countries there
are unmet English language needs for children and adults. In addition, foreign
language learning is much less widespread and effective than in many countries.
It is true that there is a massive demand for English worldwide, to which many
factors, from trade and tourism to regional integration, contribute.” (Phillipson, 2012)
Dr. Robert Phillipson, "Professor Emeritus" of the "Department of International Business
Communication, Copenhagen Business School". Within the vast scientific work of Dr. Phillipson, is the
book "Linguistic Imperialism"
 02
Diagnosis,
treatment, assessment
 Diagnosis
● An initial study to ensure an
understanding or
knowledge of the student's
needs.
● Diagnostic test.
● Mall talks with the students
● Proceed to a treatment plan
adapted to their linguistic
needs.
Treatment
● A single method is not
sufficient to achieve the
learning objectives.
● The 38 teaching techniques of
Crookes and Chaudron.
● Classroom activities.
● Choose the various
techniques that you will
creatively but carefully apply
in your class.
 Assessment
continuous process of evaluation

Formal Informal
Unprogrammed Giving students and teachers
feedback, verbal feedback feedback on what students
to students, observing have achieved, e.g., tests,
students doing their surprise tests, and
homework. discussions.
Theories of teaching
 Being effective teachers…
effective teaching is not solely defined by students' performance on standardized achievement
tests. Instead, effective teaching is characterized by a combination of factors that involve both
the teacher's ability to clearly specify the intent of instruction and their belief in their students'
ability to achieve accuracy in instructional tasks. The organization and delivery of instruction
must also reflect this intent, requiring intended student responses. Additionally, the fidelity of
student consequences with intended outcomes must be ensured. These factors are crucial in
enhancing student learning and performance, as they support a positive and well-managed
learning environment that fosters student engagement and growth.

Principal characteristics
1. Instruction is guided by a preplanned curriculum.
2. There are high expectations for student learning.
3. Students are carefully oriented to lessons.
4. Instruction is clear and focused.
5. Learning progress is monitored closely.

Theory-Philosophy
Conceptions
This perspective is consistent
with some philosophical
views, particularly those that
emphasize the importance of
ethical or moral
considerations in determining
truth or knowledge. For
example, some forms of
ethical intuitionism hold that
certain moral truths can be
known through direct
apprehension or intuition,
rather than through empirical
investigation.
Theories
Theory-Based
Art-Craft Conceptions
Approaches
This approach recognizes that
In general, a rationalist teaching is not just a technical
approach to knowledge skill that can be mastered
emphasizes the importance of through a fixed set of
reasoning, intuition, and procedures, but rather a
innate knowledge or complex and nuanced art that
principles, rather than requires creativity, empathy,
sensory experience or and intuition. By emphasizing
empirical data. This the development of personal
perspective has been teaching skills and a flexible
influential in a number of approach to teaching, the
philosophical and scientific art-craft approach
fields, including mathematics, encourages teachers to
logic, and some areas of continually learn and grow in
psychology. their profession.
 Essential skills of teaching
Theory -
Science - research
Philosophy
conceptions
conceptions
Based on the learning
principles. Based on the theory

● Understand ● Understand
● Develop ● Select
● Monitor performances ● Monitor teaching
 Essential skills of teaching

Art - craft Value - based

conceptions approaches
Based on the situation

● Treat situations as unique ● Understand values

● Identify particularities ● Select educational means
● Develop approaches ● Monitor the process
● Try strategies
Thanks!
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