MEE 110

Methodologies in Language Teaching

Learning-Oriented Methods and

Approaches

By:
Kristy Mae P. Muhammad
Whole Language Learning
 What is Whole language learning?

 the idea of “whole” language has it’s root in a range

of theories of learning called “holism”.

 an approach to learning that sees language as a whole

entity, and writing, speaking, reading, and listening
should be integrated when learned. In whole
language, learning is built upon the real experiences
and background knowledge of the learner.
What is Whole language learning?
• The whole language approach to reading is a
philosophy that stresses the importance of
children thinking about their thinking, or
being metacognitive. The whole language
approach (WLA) focuses on children making
sense of skills used in reading and writing, as
opposed to just memorizing letter sounds and
symbols.
Theories
 Constructivist
 Humanistic
• Knowledge is socially
• Authentic
constructed, rather
• Personalized that received or
• Self-directed discovered
• Collaborative • Create meaning
• Learn by doing
• Work collaboratively
Characteristics of Whole Language
Learning
 One of the main characteristics of the whole
language approach is that it encourages
children to be able to recognize the core
words in a sentence rather than having to
read out all the words phonetically.
Roles
 The Teacher  The learner
• Facilitator • Is a collaborator
• Looks for • Evaluator
occurrence of • Self-directed
teachable moments • Selector of
• Creates a climate materials and
that supports activities
collaborative
learning
• Negotiator
 Advantage and Disadvantage of
Whole Language Learning
• The advantages of whole language are it
exposes children to literature and gives
them confidence as a reader and writer. The
disadvantages of whole language are it does
not teach the rules of the English language.
The components of phonics are phonemic
awareness and sound-symbol relationships.
Conclusion
 The Whole Language is an approach to teaching
reading and writing which differs in many ways from
the traditional system in which most of us learned to
read and write.

 Its foundation is the assertion that language

is whole and that learning complete words rather than
their constituent parts is paramount. WLA prioritizes
teaching children to read whole words and make sense
of their reading using their previous life experiences.
Content-Based
Instruction
Task-Based Language
Testing
 What is TBLT?

• It is a branch of Communicative
language Teaching.
 What is TASK?

• A task is an activity where the target language

is used by the learner for communicative
purpose(goal) in order to achieve an outcome.
“Jane Willis”
 How does it work?

1. Pre-task: an introduction to topic

and task.
2. Task cycle: Task > Planning >
Report
3. Language Focus and Feedback with
more practice
 Pre-task activity:
1. The teacher presents what will be expected
of the students in the phase.
2. For beginners, the teacher may present
needed vocabulary.
3. The instructors may also present a model
of the task by either doing it themselves or
by presenting picture, audio, or video
demonstrating the task.
4. The students can take notes and spend time
preparing for the task.
Task cycle: Task >Panning>Report
1. The teacher sets up task and steps back.
2. The students complete the task in pair or
groups.
*The teacher works as an observer, a counselor,
a facilitator, a referee, a monitor or a catalyst.
3. Students then report back to other pairs
groups of class orally or read a written report.
*At this stage, the teacher may also play a
recording of others doing the same task for
students to compare.
Pre-task activity:
 Examples of TBLT
1. Meeting someone for the first time.
2. Talking to someone on the phone.
3. Ordering food for dinner.
4. Introduce your city to your friend
and etc…
The End. . .