AY

LE NT W
S I
T HE
 American educator, Galeb Gattegno created in
the 70s, 1983.
 Basic principle: Teaching should be
subordinated to learning.
 Teaching is to serve learning process rather than
to dominate it.
 Learners are actively searching for rules of the
target language regarding to the learner in the
cognitive approach.
 Errors signs that Sts were actively testing their
hypotheses.
 No English teaching methods are directly from cognitive
approach, but a number of innovative methods emerged.
 Learning is a process which we initiate by ourselves by
mobilizing our inner resources. (perception, awareness,
cognition, imagination, intuition, creativity..)
 In the process of learning, we integrate into ourselves
whatever ‘new’ that we create, and use it as a stepping
stone for further learning.
TEACHING (1)
 Gattegno “The teacher works with the
students; the students work on the language.”
 In a period of class, teacher should not talk more
than 10%.
 Have Sts talk.

 Sts should use language for self-expression.

 Sts develop their inner criteria for correctness.

TEACHING (2)
 Only the learners can do the learning.
 Ss are to make use of what they know.

 Learning is Ss’ personal responsibility.

 Teacher should respect the autonomy of the learners in

language.
 Teaching involves only one structure at a time.
TEACHING (3)
 With minimal spoken cues, Ss are guided to produce the
structure.
 Ss practice without repetition.
 Ss gain autonomy in the language by exploring it.
 T sets up situation to ‘force awareness’ through the use
of nonverbal gestures and the tools which are available.
APPROACH: THEORY OF LANGUAGE
AND LEARNING
Gattegno first introduced Teaching Foreign
Languages in Schools: The Silent Way in 1963 .
He noticed that there is an “energy budget” for
learning.

All the materials which created by Gattegno

were designed to allow teachers using them to
place the accent systematically on the students’
learning rather than on what they, the teachers,
do.
For example, learning one word in a
foreign language costs one dollar, but if
the word can not be recalled, the dollar
has not truly been spent. Gattegno's
teaching methods were designed to be
economical with thesedollar, so that the
most information can be recalled with
the least effort.
Gattegno created pedagogical materials
designed to provoke awareness's.
The materials are intended to be used along
with techniques aimed at leading students
through a succession of awarenesses.
He created Words in Color for learning to
read.

He also used this colour code in

The Silent Way materials for learning foreign
languages to enable students to identify and
produce the sounds of the new language.
 THEORY OF LANGUAGE
 The “spirit” of the language .
 “Semi-luxury vocabulary” common
expressions in the daily life.
 “Luxury vocabulary” used in
communication more specialized
ideas.

“Functional vocabulary” learners
deals with the most functional and
versatile words of the language that
almost don’t have direct
equivalents in the learner’s native
tongue.
 THEORY OF LEARNING
A successful learning involves
commitment of the self to language
acquisition through the use of silent
awareness and then active trial.
 Silence as avoidance repetition is an aid
to alertness, concentration and mental
organization.
 SilentWay learners acquire “inner
criteria”.

 Gattegno seeslanguage learning

through the Silent Way as a recovery of
innocence “a return to our powers and
potentials.”
OBJECTIVES
 General objective: to give beginning level students oral
and aural facility in basic elements of the target language
 Immediate objective: provide the learner with a basic
practical knowledge of the grammar of the target
language.
 Having native like fluency in the target
language
 Correct pronunciation

 Providing the learners with a basic practical

knowledge of grammar
 THE SYLLABUS

 A basically structural syllabus, with lessons planned around

grammatical items and related vocabulary.
 The following is a section of a Peace Corps Silent Way
Syllabus for the first ten hours of instruction in Thai. It is used
to teach American Peace Corps volunteers being trained to
teach in Thailand.
 At least 15 minutes of every hour of instruction would be spent
on pronunciation. A word that is italicized can be substituted
for by another word having the same function.
TYPES OF LEARNING AND TEACHING
ACTIVITIES.

 Learner roles
 Teacher roles

 The role of instructional materials

 THE SILENT WAY STUDENT

Autonomous
• Independent learners are • Responsible learners know
aware that they must
Learners that they have free will to
depend on their own choose among any set of
resources and realize that • Autonomous learners linguistic choices, the
they can use the choose proper ability to choose
knowledge of their own expressions in a given set intelligently and carefully
of circumstances and is said to be evidence of
language to open up responsibility.
some things in a new situations.
language.

Independent Responsible
Learners Learners
 THE TEACHER ROLE

• Stevick defines the Silent Way teacher's tasks as

• to teach: the presentation of an item once, typically using
nonverbal clues to get across meanings
• to test: elicitation and shaping of student production is done in
as silent a way as possible
• to get out of the way: the teacher silently monitors learners'
interactions with each other and may even leave the room while
learners struggle with their new linguistic tools
 Being silent as much as possible
 Helping if necessary

 Focusing on the student perception

 Providing facilities with language

 Respecting the autonomy of the learner

INSTRUCTIONAL MATERIALS
 Sound-color chart

 Word chart

 Fidel charts (color-coded pronunciation charts)

 Pointer / Rod
PROCEDURE OF A SILENT WAY
 A silent way lesson follows a standard format.
 It can be used to help students correct their own errors.

 Teachers can remain silent when a student makes a mistake

to give them time to self-correct.
 They can also help students with their pronunciation by
mouthing words without vocalizing, and by using certain
hand gestures.
 The teachers should start with something that the students are
already familiar.
 Students should work cooperatively to help another.

 The teacher’s silence is a vehicle for teaching.This will promote

independent,autonomous,and responsible learners.
 Errors are important and necessary for learning since they
show whether students work on language.They also indicate
unclear points which should should be emphasized by the
taecher again.
 Self-correction is fostered.If there is no self-correction,peer
correction is promoted.If this does not work,the teacher may
give the correct answer as a last resort.
 Not perfection,but progress is expected at the beginning
because learning does not emerge all of a sudden,it takes place
in time.
 The Silent Way follows a structural syllabus with lessons
planned around grammatical items and related
vocabulary.These teaching points are constantly recycled
through the syllabus.
 All of the four skills are worked on from the beginning.In
terms of language areas,pronunciation and grammar are
emphasized.Vocabulary is restricted at first.Grammar is
taugth implicity.Thus,no explicit rule is given.
 CLASSROOM PROCEDURES
(ACTIVITIES)
 Sound-color chart
 Teacher’s silence

 Peer-correction

 Rods

 Self-correction gestures

 Word-chart

 Fidel-chart

 Structured feedback
THANK YOU FOR
LISTENING