ENGLISH LINGUISTICS 36GEPR 23-24

GRADO EN EDUCACIÓN PRIMARIA

PROF. Susana Navarro Adam

27/09/2023
CONTEXTUALIZACIÓN

UC2
, 27/09/2023
 Brief history of language teaching
methods:
1840-1940
• Grammar translation method. –
CURRRENT METHODS
1. Communicative Language Teaching
1920
• The Direct method.
2. Content-Based Instruction and Content Language
• Situational Language Teaching. Integrated Learning (CLIL)

1950s -60s 3. Competency-Based Language Teaching, standards,

• - Audiolingualism. and the Common European Framework of Reference.
• -Silent way.
4. Task-Based Language Teaching.
1970-80 5. The Lexical Approach.
• - Total Physical Response. 6. Multiple Intelligences.
• -Suggestopedia 7. Cooperative Language Learning.
• Natural Approach
 TPR became very popular in the 1970s and 80s being supported by
Krashen.

It was created by Professor James J Asher. It is based upon the way that
Total children learn their mother tongue. Children learn a language primarily
as commands, which children response physically. Asher later said TPR
should be used in conjunction with other teaching methods.
Physical
It has a grammar based view of language. The verb and the imperative
Response verb are the central linguistic motif around which the language is
organized.

The stimulus- response view as the learning theory supporting this

method.
 Children develop listening competence first.
They are able to understand complex
utterances that they are not able to
spontaneously produce or imitate.

Children acquire listening comprehension by

TPR. responding physically to commands given by
caretakers.

A foundation built on listening

comprehension results in natural speech acts.
 It can be adapted for all kinds of teaching situations.

It is a lot of fun, students enjoy it and it can be a real stirrer

in the class. It lifts the pace and the mood.

Advantages It is very memorable. It really helps students remember

TPR phrases or words.

It is good for kinaesthetic learners who need to be active in

the class.

It can be used in large or small classes. It doesn't really

matter how many students you have as long as you are
prepared to take the lead, the students will follow.
 It works well with mixed-ability classes. The physical actions
get across the meaning effectively so that all the students
are able to understand and use the target language.

It doesn't require a lot of preparation or materials. As long

as you are clear what you want to practise (a rehearsal
beforehand can help), it won't take a lot of time to get
ready.
.
It is very effective with teenagers and young learners.

It involves both left- and right-brained learning.

DisadvantagesTP
R

It is only really suitable for Students who are not used You can't teach everything
beginner levels. to such things might find it with it and if used a lot it
embarrassing. would become repetitive.
Total Physical Response Demo.
https://www.youtube.com/watch?v=1Mk6RRf4kKs&nohtml5=False
 This method was created by a Bulgarian
psychotherapist Georgi Lozanov in 1970s. He
claimed that in proper conditions students can
learn language using more of their so called
‘mental capacity’. The term 'Suggestopedia',
derived from suggestion and pedagogy.
SUGGESTOPEDIA
Suggestopedia was originally applied mainly in
foreign language teaching, and it is often claimed
that it can teach languages approximately three
times as quickly as conventional methods.
.
• Some of the key elements of Suggestopedia include a rich sensory
learning environment (pictures, colour, music, etc.), a positive
expectation of success and the use of a varied range of methods:
dramatised texts, music, active participation in songs and games, etc.
 • Presentation
A preparatory stage in which students are helped to relax and move
into a positive frame of mind, with the feeling that the learning is
going to be easy and fun.
• First Concert - "Active Concert"
This involves the active presentation of the material to be learnt.
It uses four For example, in a foreign language course there might be the
dramatic reading of a piece of text, accompanied by classical music.

main stages as • Second Concert - "Passive Review"

The students are now invited to relax and listen to some Baroque
music, with the text being read very quietly in the background. The
follows: music is specially selected to bring the students into the optimum
mental state for the effortless acquisition of the material.
• Practice
The use of a range of games, puzzles, etc. to review and consolidate
the learning.
Suggestopedia: demo
https://www.youtube.com/watch?v=LIYm2rBdUcQ&nohtml5=False
 Tracy Tarrel, a Spanish teacher in
California, outlined a proposal for
a new philosophy of language
teaching (1977).
Natural
Approach - He joined Stephen Krashen to
elaborate a theorical rationale for
the Natural Approach, drawing on
Krashen’s theory of second
language acquisition.
Historical
background

• Natural Approach believes that adults can still

acquire second languages. The ability of language
acquisition does not disappear as we grow up.
• The difference between adult and children
acquisition skill is that adults have two things to
follow when they learn foreign language:
acquisition and learning. But children, only
acquire the language.
• The method will help adults to learn a foreign
language naturally. The learners will be able to
pick up the grammar by themselves when they are
ready.
 • The acquisition-learning hypothesis:
• The learner has two ways of learning the
second language: acquired system and
learned system.
Theories
The monitor hypothesis:
When the learner can check and correct
language output
 • The natural order hypothesis:
• People acquire language by using
grammatical structures in a predictable
order.
Theories • The input hypothesis:
• The acquisition of languages follows a
predictable order. Every learner moves
through the same stages.
• The affective filter hypothesis:
• When the learner emotional state can act as
a filter that can prevent input from reaching
the language learner’s device.
• Filter is up: Negative emotional factors and theories
learners won’t acquire language.
• Filter is down: They will learn in a more
effective way.
 The goal is basic personal
communications skills.

It emphasizes the student being

able to use language to talk about
Characteristics “ideas, perform tasks and solve
problems”.

The teacher does not correct

errors and focus on meaning, not
in form.
NATURAL APPROACH: DEMO

https://www.youtube.com/watch?v=5fHRPxWtWCk
CURRENT
TEACHING
METHODS
.
.

1. Communicative Language Teaching

2. Content-Based Instruction and
Content
Language Integrated Learning (CLIL)
3. Competency-Based Language
Teaching, standards, and the Common
European Framework of Reference.
4. Task-Based Language Teaching.
5. The Lexical Approach.
6. Multiple Intelligences.
7. Cooperative Language Learning.
 • Learners learn a language through using
it to communicate.
• Authentic and meaningful
communication should be the goal of
classroom activities.
• Fluency is an important dimension of
communication.
COMMUNICATIVE • Communication involves the integration
LANGUAGE of diferent language skills.
TEACHING (CLT) • Learnig is a process of creative
construction and involves trial and error.
 • 1. Presentation of a brief dialog or
serveral mini-dialogs preceded by a
motivation and a discussion of the
function and situation –people, roles,
setting and the informality or formality
of the language which the function and
situation demand.
Example activities CLT
• 2. Questions and answered based on
the dialog topic/s and situation itself.
(Inverted wh or or questions)
• 3. Questions and answeres related to
the student’s personal experiences but
centered around the dialog theme.
 • Consist of combining subject and
language instruction.
• Promotion of the bilingualism through
CLIL.
• Many factors related to the school
enviroment and student population may
determine whether CLIL is successfull.
Content-Based
Instruction and Content
and Language Integrated
Learning (CLIL)
 • Measure student learning rather that
time.
• Harness the power of technology for
teaching and learning.
• Define competencies and develop valid,
reliable assessments. Once the
Es
ta
competencies are established, we need
Competency-Based Language
fo
to
experts in assessment to ensure that
Teaching, standards, and the
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A we’re measuring the right thing.
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Common European Framework or
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 • Listening:
• Identify the main topic of conversation
in familiar material.
• Demonstrate understanding of non-
face-to face speech in familiar contexts
such as simple phone calls.
Example activities • Speaking:
CBLT • Make statements in the present, past or
future relating to basic needs and
common activities, using previously
learned phrases or simple sentences.
• Give simple commands, warnings and
directions.
Esta foto de Autor desconocido está bajo licencia CC BY-SA
• Students are given functional tasks that
invite them to focus primarily on
meaning exchange and to use language
for real-world, non-linguistic purposes.
Task based language • Unlike PPP approach, the students are
teaching free of language control.
• It is a strong communicative approach
where students spend a lot of time
communicating. PPP lessons seem very
teacher-centered by comparison.
 • Task:
• 1. Taking tourists to the hotel for the check
in.
Example activities • Subtasks:
TBL 1. Meeting tourists at the airport.
2. Giving information on the way to
the hotel.
3. Helping tourists with registration.
 • It is a way of analysis and teaching
language based on the idea that it is
made up of lexical units rather than
grammatical structures.

• While a focus on multi-word units is an

important dimension of second
language learning and of
THE LEXICAL communicative performance, little has
APPROACH been done to show how such a focus
can be used to develop either linguistic
or communicative competence.
 • Multiple intelligences (MI) refers to a
learner-based philosophy that
characterizes human intelligence as
having multiple dimensions that must
acknowledged and developed in
education.
Esta foto de Autor desconocido está bajo licencia CC BY
• Linguistic
• Logical/ mathematical.
• Spatial.
• Musical.
• Bodily/kinesthetic.
Multiple Intelligences • Interpersonal.
• Intrapersonal.
• Naturalist.

COOPERATIVE LEARNING
HOW DOES IT WORK?
In order for Cooperative learning groups to be
successful, the teacher and students must all play
their part. The teacher's role is to play the part as
facilitator and observer, while the students must
work together to complete the task.
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Videoconference
Guidelines to achieve
Cooperative learning success:
Arrange students heterogeneously in groups as few as
two and no more than six.
Assign each member of the group a specific role:
recorder, observer, bookkeeper, researcher,
timekeeper, etc.
Monitor each group's progress and teach skills
necessary for task completion.
Evaluate each group based upon how well they
worked together and completed the task.
KAGAN
COOPERATIVE
LEARNING

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KAGAN COOPERATIVE
LEARNING
https://www.youtube.com/watch?v=D-
yzgJtgVrg

35
PROJECT
BASED
LEARNING

36
 VIDEOCONFERENCE 2

PBL
Project-based learning is not just doing projects, it
is students learning through the work of a project.
In quality PBL the deeper connections and learning
are established through the inquiry process as
students make meaning out of an authentic
challenge.

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 .

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 Videoconference 2
EXAMPLES PBL activities

1. Create an interactive family tree with voice-overs from living family

members.
2. Design an app with a specific purpose for a specific audience.
3. Identify, analyze, and visualize recurring themes in human history; then
contextualize those themes in modern society.

4.Debate the relationship between technology and humanity from a historical

(Mary Shelley?) or modern (Steve Jobs?) perspective

5. Plant and manage a garden to feed local homeless/hungry.

6. Create a photo documentary, then turn that into a film documentary, then turn
that into a short eBook.

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 Debate
Which language teaching
method do you think fulfil
more types of intelligences in
a class? Would you combine
some of them for a better
result? How?
Do you think that
implementing ICT tools to the
classroom would improve the
general results as regards,
amongst others, learning,
motivation and behavior?
BIBLIOGRAPHY
• Richards J. and Rodgers, T. Approaches and Methods in Language
Teaching. Cambridge: Cambridge UP, 2004.
• Larsen-Freeman and Anderson M. Techniques and Principles in
Language Teaching. Oxford: Oxford UP, 2011.
• Brown, D. Principles of Language Learning and Teaching. New York:
Pearson, 2015.
•¡GRACIAS!