APPROACHES OF TEACHING LANGUAGE ARTS
A. COMMUNICATIVE
Communicative Approach/Communicative
Language Teaching
-It is a teaching approach that highlights the
importance of real communication for
learning to take place.
-In communicative approach, communication
and interaction is not the only objective in
learning, but also the means through which it
takes place.
Four key points for Communicative Approach
1. For effective communication, the learners
should know the language itself and how to
use it.
2. Learners best learn language when they
actively use it.
3. Learners benefit most from activities that
provide meaningful communication.
4. Teachers are facilitators.
B. LANGUAGE SCAFFOLDING
Language Scaffolding Approach
- refers to a method where teachers offer a
particular kind of support to students as they
learn and develop a new concept or skill.
Six language Scaffolding Approach
• Show and tell
• Top into prior knowledge
• Give time to talk
• Pre-Teach Vocabulary
• Use Visual Aids
• Pause, Ask, Questions, Pause, Review
Types of Language Scaffolding Approach
• Hard Scaffolding
- refers to explicit and direct guidance given by
a teacher or instructor.
• Soft Scaffolding
- is a more flexible and student-centered
approach.
Lev Vygotsky's Scaffolding Theory
- According to Vygotsky, learning and
cognitive development occur within
the ZPD. It represents the range of
tasks or skills that a learner is capable
of accomplishing with guidance and
support.
Bruner's Scaffolding Theory
- According to Bruner, Scaffolding refers
to the support provided by more
knowledgeable others, such as
teachers or peers, to help learners
gradually develop their skills and
knowledge.
C. COOPERATIVE LEARNING
-Collaborative learning approach involves
pupils working together on activities or
learning tasks in a group small enough to
ensure that everyone participates.
- Is a learning style that encourages teamwork
and social interaction.
When students work together in collaborative
groups, they can ask each other questions,
share ideas and give feedback to direct their
own learning.
-Research shows that educational experiences
that are active, social, contextual, engaging,
and student-owned lead to deeper learning.
-The benefits of collaborative learning include:
Development of higher-level thinking, oral
communication, self-management, and
leadership skills.
D. SITUATIONAL
Situational Approach
- Is a teaching method that emphasizes
the use of real-world situations in
order to teach language skills.
- All the words and sentences must
grow out of some real situation or
imagined real situation.
- The situational environment should
be presented in such a way that even
the slowest learner gets involved in
what a teacher or the other learners
do and say in the classroom.
 The theory backing up the situational - This model supplements language
approach includes the following learning alongside regular content
principles: subjects.
1. Language learning is habit
formation. Example:
2. Mistakes or bad and should Music: Learning musical terms and
lyrics in English while studying music
be avoided and they make
theory
bad habits.
3. Language skills are learned
more effectively if they are F. TASK- BASED
presented orally first than in Task Based Approach
written form. - According to Richards and Rogers,
task-based learning strategy focuses
on communication through task
completion. Students get engaged
with a task they are truly interested
E. CONTENT- BASED
in, and they aim to carry it out only
Content-based instruction is a
using the target language and its
teaching approach where learners
taught elements.
study language through meaningful
content.
Types of Tasks in Task- Based
1. Information Gap Activities
i. Three Main models of
- Allow students to exchange
Content-Based
information or learn things about
Instruction *
each other.
2. Reasoning Gap Activities
1. Theme-Based Language Instruction
- Students are asked to solve a problem
Model:
or grasp a concept from a resource or
- This model teaches language
stimulus the teacher has provided.
through interesting themes or topics.
3. Opinion Gap Activities
Example:
- Give students the opportunity to
Theme: Food
share their own opinions or feelings
- Students learn English by discussing
about a specific situation.
recipes, cooking methods, and
favorite dishes.
Three Stages of Task- Based
1. Pre-Task
2. Sheltered Content Instruction
2. Task
Model:
3. Wrap up or Review
- This model simplifies content and
uses visuals to help learners who are
Examples of Task- Based
not proficient in the language of
1. Plan a Trip
instruction.
2. Problem Solving
- Example
3. Story Making
Teaching Math: Using visual aids
like diagrams and drawings to explain
mathematical concepts.

3. Adjunct Language Instruction

Model: