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m An approach to language teaching

designed to enable students to become

m gedagogical approach to T & L by Caleb
m Leading students to develop their own
conceptual models of all the aspects of the
m Help students to be experimental learners
m àtudents become highly independent and
experimental learners.
m àtudents discover for themselves the
conceptual rules governing the language,
rather than imitating or memorizing them
m Encourage students to work as a group - to
try & solve problems in the target language
m àtudent able to actively use the language
for self-expression, relating their thoughts,
feelings and perceptions.
×ichards and ×odgers (1986:99) describe the key
theories underlying the àilent Way:

Learning is facilitated if the   ?   

  rather than remembers and
repeats what is to be learned.

Learning is facilitated by 


??  ?  

Learning is facilitated by  
involving the material to be learned.
 ?   ~  


" #  $ 
?  ! ?

%   ?  ( ! 

m The teacher refers students to  

   depicting individual
sounds in the target language ² use to
point out & build words with correct
m Can be seen a certain number of
rectangles of different colours printed on
a black background.
m Each colour = a phoneme (language
m Using a  to touch a series of
rectangles, the teacher î 
 can get the students to

    in the language -
if they know the   
do not know the language).
Teacher is generally silent, only giving help
when it is absolutely necessary
m àtudents encouraged to help each other in
a cooperative and not competitive spirit
m Used to trigger meaning, & to introduce @
actively practice language.

m àymbolize whatever words are being taught

& be manipulated directly @ abstractly to
create sentences
m Teacher uses hands to indicate that
something is incorrect or needs changing
m Example:
u Using fingers as words then touching the
finger/word that is in need of correction
m The sounds in each word (depicted on charts)
corresponding in color to the àound-Color
Chart described above
u Use to build sentences
m àame as the àound/Colour & Fidel chart
u grinted the functional words of the language,
written in colour.
u The colours are systematized - any 1 colour
always represents the same phoneme
u It is only necessary to point to a word for the
(other) students to be able to read, say & write
m A set of 10 wall pictures
m These are designed to expand vocabulary for
low level groups.
m One of the most important instruments
u It allows teaching to be based consciously &
deliberately on the mental powers of the students.
u It allows the teacher to link colours, graphemes @
words together whilst maintaining the ephemeral
quality of the language.
u It is the students' mental activity which maintains the
different elements present within them
u Allows them to restitute what is being worked on as a
phonetic or linguistic unit having meaning.
m A chart that is color-coded according to
the sound-color chart but 
   - they can be
directly related to actual sounds
m Expanded version of the àound/Colour chart.
m It groups together all the possible spellings for
each colour, thus for each phoneme.
m Low level language classes-use Cuisenaire
u Allow the teacher to construct non ambiguous
situations (directly perceptible by all).
u Easy to manipulate & can be used symbolically.
u A green rod standing on the table can also be Mr.
u Construction of plans of houses & furniture, towns &
cities, stations.
u Most important aspect - when a situation is created
in front of the students, they know what the
language to be used will mean before the words are
actually produced.
àtudents are invited to make observations
about the day's lesson and what they have





m Jeremy Harmer. (2002).The gractice of English Language

Teaching.(3rd e.d.) gearson Education Limited;England.