Silent

Way
 Outline
• Introduction
• Background
• Basic premises
• Principles
• Teaching materials and demos
• Teaching principles
• Conclusion
 Theoretical Background (1)
• Challenge of ALM:
– widely used; heavily criticized in the early
1960s.
– Ss were unable to transfer habits formed in the
classroom to communicate outside of it.
• Both Behaviourism (psychological foundation)
and Structuralism (linguistic foundation) were
attacked by linguists and psychologists.
– Behaviourism was followed by Cognitive
Psychology.
– Structuralism was followed by
Transformational-generative linguistics.
 Theoretical Background (2)
• Noam Chomsky:
– Language must not be considered a
product of habit formation, but rule
formation.
– Language acquisition must be a
procedure of people using their own
thinking process, or cognition, to discover
the rules of the language they are
acquiring.
 Theoretical Background (3)
• Cognitive Approach
• Cognition deals with the scientific study of
– thinking,
– reasoning and
– the intellectual processes of the mind.
• Rather than responding to stimuli, Ss are
• responsible for their learning,
• engaged in formulating hypotheses to
discover the rules of target language
(grammar)
• No English teaching methods are directly from
cognitive approach, but a number of innovative
methods emerged such as SW.
 Caleb Gattegno and SW
• Originated in the early 1970s by
Gattegno.
• The use of coloured sticks
(cuisenaire rods).
• Teaching of initial reading in which
sounds are taught by colours.
 Basic Premises for SW
• The method is based on the premise that
– T should be silent as much as possible
– Ss should be encouraged to produce language
as much as possible.
• The SW assumes that Ss
– work with resources and nothing else,
– are solely responsible for what they learn.
• Silence makes Ss to concentrate on what is to be
learned.
• Teaching should be subordinated to
learning.
 Background
• Teaching is to serve learning process rather than to dominate it.
• Learning is a process which we initiate by ourselves by mobilizing
our inner resources (perception, awareness, cognition, imagination,
intuition, creativity).
• Silence is a tool. It helps to foster autonomy, or the exercise of
initiative. T should give only what help is necessary.
• Ss need to develop their own inner criteria for correctness.
• T works with Ss while Ss work on the language.
• T is responsible for creating an environment that encourages
student risk taking and that facilitating learning. He is a neutral
observer, neither pleased by correct performance nor discouraged
by error.
• At the beginning, T needs to look for progress, not perfection.
Learning takes place in time. Ss learn at different rates.
• Metacognition
• Social interactions
• T’s Silence - tool placing responsibility on Ss
– Platform for interaction
– Facility for self-monitoring
– Setting S’s inner standards
• S-S interactions - active exploration
 Basic concepts (1)
1. Human is creative, so mimicry, memorization,
repetition and parrot learning (Behaviorism) do
not lead to real learning.
2. Language is not confined to a limited number of
structures (as opposed to Structuralism). Best
evidence: new sentences that children make in
early life.
3. Language learning is not the outcome of habit
formation (Behaviorism). It is the process of
creative rule formation (Cognitive Psychology).
4. Cognitive psychology puts more emphasis on
thoughtful, mentalist and creative processes.
Learners form hypothesis to discover the rules
of L2.
5. Language learning is not the passive process of
stimulus → response → behavior. Learners are
actively involved in discovering L2 rules.
 Basic concepts (2)
6.a. Chomsky’s Generative Transformational theory
(1957) is a model for the description of all
languages.
6.b. GT theory, with a system of rules, shows the
knowledge that a native speaker uses in forming
grammatical sentences.
6.c. In GT theory internalized grammar of a language
(competence) enables one to create and
understand totally new sentences.
6.d. Competence enables us to tell what are and what
are not possible sentences in a language (implicit
knowledge).
6.e. Competence is different from performance
which is the actual use of the language by
individuals.
 Basic concepts (3)
7. Errors are inevitable, natural signs of
learning/acquisition. They show the learner is
testing his hypotheses. The progress is gradual
and step by step.
8. All four skills are worked on from the
beginning by reinforcing one another. In
addition, form and meaning are both
important.
• Gattegno’s Silent Way was not the outcome of
Cognitive Psychology, but in line with the
theory. That is, both assign an active role to
the learner.
• In both Silent way and Cognitive Psychology,
teaching is subordinate to learning: Both of
them are learning and learner centred, not
teaching centred.
 Principles (1)
1. T goes from familiar to unfamiliar.
(e.g. starts with L2 sounds which are similar to
L1 sounds.)
2. T speaks very little, only when needed. His
silence motivates Ss to participate more and
be active.
3. T is not the model. His gestures work. S’s ‘self
criteria’ for correctness are emphasized. S
takes the responsibility of learning.
4. Ss’ actions show if they have learned.
5. Ss help each other by relying on each other
and themselves.
6. T uses gestures and L1 to help them learn.
 Principles (2)
7-8.The elements of the language are introduced
logically, expanding upon what students already
know. Ss’ familiar knowledge (old context) helps
them learn the unfamiliar (new context). The
teacher’s interference is very little.
9. Reading is worked on from the beginning but after
speaking.
10. T’s silence leads to Ss’ autonomy: learner
centeredness.
11. Meaning is achieved through perceptions (senses),
not translation.
12. Group cooperation is the norm. T’s silence
encourages group cooperation.
13. Little praise and punishment.
14. Errors are important and necessary to learning, road
signs, show T where things are unclear.
15. Self correction over T’s correction.
16. Ss listen to each other.
 Principles (3)
17. Learning rates are different. Perfection is not the
target.
18. T frees his time by his silence.
19. Ss are attentive.
20. Meaningful practice is preferred to repetition.
21. Logical presentation of language elements from
familiar to unfamiliar.
22-23. Autonomy is gained by exploring and making choices.
24. T gains valuable information from S feedback. Ss learn
how to accept responsibility for their own learning.
25. No homework: Some learning takes place naturally as
we sleep. Ss will naturally work on the day’s lesson
then.
26. Syllabus is structure based.
27. Structures are not presented in a linear way.
28. Skills (speaking, reading and writing) reinforce one
another.
 Teaching
• T works with Ss; Ss work on the language.
• T talks no more than 10%.
• Have Ss talk.
• Ss use language for self-expression.
• Ss develop their inner criteria for correctness.
• Only Ss can do the learning.
• Ss make use of what they know.
• Learning is Ss’ personal responsibility.
• Ss gain autonomy in the language by exploring it.
• T respects learners’ autonomy in language.
• Teaching involves only one structure at a time.
• With minimal spoken cues, Ss are guided to produce the
structure.
• Ss practice without repetition.
• T sets up situation to ‘force awareness’ through the use of
nonverbal gestures and the tools which are available.
• T sets up situations that focus on the structures of the
language and introduce them through a language-specific
sound-colour chart.
 The learning hypotheses
• Learning is facilitated
– if Ss discover or create rather than
remember and repeat what is to be
learned.
– by accompanying (mediating)
physical objects.
– by problem solving involving the
material to be learned.
 Theory of learning
• A successful learning involves
commitment of the self to language
acquisition through the use of silent
awareness and then active trial.
• Ss acquire ‘inner criteria’.
• Ss are expected to become
independent, autonomous and
responsible.
 Learner characteristics
• Independent learners are aware that they must
depend on their own resources and realize that
they can use the knowledge of their own language
to open up some things in a new language.
• Autonomous learners choose proper expressions
in a given set of circumstances and situations.
• Responsible learners know that they have free
will to choose among any set of linguistic choices,
the ability to choose intelligently and carefully is
said to be evidence of responsibility.
• Student begin their study of the language through
its sounds.
• The students receive a great deal of practice with a
given target language structure without repetition
for its own sake.
 The syllabus

• The syllabus is composed of linguistic

structures (structural syllabus)
• Language items
• The imperative
• Numeration and prepositions of location
• Vocabulary
 Instructional materials
• Colour-coded pronunciation charts
(Fidel charts)
• Colour-coded vocabulary wall charts
• Coloured rods
• A pointer
• Reading/writing exercises
• Pictures
• Realia: context learning
• Gestures: prompts for concepts
• Drawings: stick figures for concepts
• Cuisinarie rods: cognitive coding of grammatical
patterns
Cuisenaire Rods
Charts in English
Fidel Charts in English
Fidel charts
Word charts
Colored Rods
 Types of learning & teaching
activities
• The teacher models a word, phrase, or
sentence and then elicits learner
responses.
• Learners then go on to create their own
utterances by putting together old and
new information.
• Charts, rods, and other aids may be used
to elicit learner responses.
• Teacher modeling is minimal, although
much of the activity may be teacher
directed.
 Learning Language & Culture
• Linguistics Universals: every
language has a subject, object,
adjective, adverb, verb ...etc.
• Self expression: to express
thoughts, perceptions, ideas and
feelings
• Cognitive Coding: learners learn
“Cuisinaire rods" and "Fidel Charts"
• Culture: integral to language
 Roles and Interactions
• Silent teacher: facilitates learning
– Is aware of Ss’ L1, what they already
know
– Decides what the next sequence is
– Gives responsibility to the Ss through
silence
• Autonomous LLs
– Ss work with others
– Ss work on language skills (L, S, R, W)
 SW Techniques &
Structured Feedback
• T’s silence - Ss’ active learning
• Pronunciation
• Cognitive coding
• Peer correction
• Self-correction
• Structured feedback
• Sound & word charts
 Errors, Feelings, Evaluations

• Errors are considered normal and

T uses Ss’ errors to reteach and
move on.
• Ss’ feelings impact cooperative
learning.
• No formal tests, assess student
learning all the time (Continuous
monitoring).
 Goals of SW Teacher
• Students are able to use the language
for self-expression.
• They need to develop independence
from the teacher, to develop their own
criteria for correctness.
• They become independent by relying on
themselves.
• The teacher should give them only what
they absolutely need to promote their
learning.
 Nature of Interactions
• Student-teacher interaction:
The teacher is silent but very active by
setting up situations to ‘force awareness’,
listening attentionally to students’ speech,
and silently working with them on their
production through the use of nonverbal
gestures and the tools he has available.

• Student-student interaction:
Student-student verbal interaction is
desirable (students can learn from one
another).
 How to Deal with
Feeling of Students?
• When their feelings interfere, T tries
to find ways for Ss to overcome
them.
• Through feedback sessions at the end
of the lessons, Ss have an
opportunity to express how they feel.
• It is hoped that a relaxed, enjoyable
learning environment will be created.