Innovative Language Teaching Methods
History
Germany France natural approach about exposure and practice not regular studying more participative
Aims
To teach any foreign language through conversation, discuss and reading in the target language by associating the experience and expression without using the students’ mother tongue
Roles
| Teacher | SS |
|---|---|
| Steer the class activities | Active learner |
| Encourage SS. Ask questions. Correct mistakes right a. Provide info | Observer and proactitioner |
Steps
- Introduction/ review
- Present the new materials
- Guided practice
- Feedback and correctives
- Independent practice
- Evaluation they always talk in the target language
| Pros | Cons |
|---|---|
| Promotes comm in the target lang | Frustrating |
| Active | Hard to adapt to large classes |
| Prom fast memoriz and better pron | Requires + preparing |
Grammar T
History: most used teaching method used since Greek Latin
Aims
Enable SS to read and translate literature written in the source lang
To further SS general intellectual development
To be able to translate from one language to another
Helpful 4 mental exerc
SS can become + familiar w the gram and speaking
Roles
| Teacher | SS |
|---|---|
| Authority in the class | Passive receivers |
| Source of knowledge | Memorize. Interact w the teac |
Steps
Teacher gives a list of vocabulary
T exemplifies structures
SS translate examples
SS translate longer texts
| Pros | Cons |
|---|---|
| Memorize lots of vocab | Not all the words mean the = |
| Easier to unders | Learn to translate |
Audiolingual Method
It aims to improve students’ speaking achievement. Language items are presented to students in spoken form without reference to the mother tongue so that they can learn language skills effectively. The goal of the AudioLingual method is, via teaching vocabulary and grammatical patterns through dialogues, to enable students to respond quickly and accurately in spoken language. The dialogues are learnt through repetition and such drills as repetition, backward build-up, chain, substitution, transformation, and question-and-answer are conducted based upon the patterns in the dialogue
Strengths:
- Automatic learning without stopping.
- It is emphasized in sentence production.
Weaknesses:
- Too much repetition
- Errors were not necessarily to be avoided at all costs.
- No meaningful learning
SS role
The SS play a passive role, they are more imitators of the teacher’s model. Their sole objective is to follow the teacher’s direction and respond as precisely as possible
Teach role
He has an active role, the sole authority to control and direct the whole learning program. Monitors and corrects SS performance
Total Physical Response
The general objectives of are to teach oral proficiency at a beginning level. Comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills. A TPR course aims to produce learners who are capable of an uninhibited communication that is intelligible to a native speaker.
Learner roles
Roles of listener and performer. They listen attentively and respond physically to commands given by the teacher. Learners are required to respond both individually and collectively. Learners have little influence over the content of learning, since content is determined by the teacher, who must follow the imperative-based format for lessons. Learners are also expected to recognize and respond to novel combinations of previously taught items
Teacher roles
The teacher plays an active and direct role in Total Physical Response. ‘The instructor is the director of a stage play in which the students are the actors’. It is the teacher who decides what to teach, who models and presents the new materials, and who selects supporting materials for classroom use. The teacher is encouraged to be well prepared and well organized so that the lesson flows smoothly and predictably.
Advantages: It is fun and easy, It does not require a great deal of preparation on the part of the teacher. It is a good tool for learning vocabulary. Class size does not need to be a problem.
Disadvantages: It is not a very creative method. It is easy to overuse TPR. It is limited, since everything cannot be explained with this method. It must be combined with other approaches.
CLIL
It’s a method in which students learn school contents in English. CLIL does not focus on teaching grammar, it focuses on the content of the subject you are teaching, for which you will introduce the necessary vocabulary and phrases to understand it. With CLIL, ‘students use language to learn rather than learning a language.
Successful CLIL sessions●Social interaction between teacher-student and student-student ●Collaboration, working in pairs or groups to complete tasks ●Scaffolding: help students understand contents in stages ●Metacognitive skills: students think of how they learn –Creativity from students Content-compatible language: Every day English that helps us communicate in different situations
Content-obligatory language: Vocabulary, structures and functions that are necessary to understand the topic
Grammar: Students need to be able to understand and use the necessary grammar structures for the subject taught. It is also essential for the students ‘to be able to use various language functions, punctuation,
Characteristics of materials: will be organized by subject covering very specific topics and more complicated ideas. CLIL needs a wide range of resources: realia, books, audio, video, visual organizers, software, electronic devices, among many others.
Teaching CLIL
Teacher’s responsibilities: Promote cooperation, encourage collaboration, scaffold learning, provide feedback, use prior knowledge to engage, summarize learning in plenary, use L1 when necessary, give thinking time.
Help SS w lang: Highlight and model subject-specific vocabulary and sentences.
W cognitive skills: need to learn how to use their thinking skills, develop concrete and abstract thinking skills by organizing information, answering and asking questions, analyzing genres.
Encourage good learning: Get students to think how to learn to promote more effective learning.
Outcomes: It’s important to always consider what the students will know or will be able to do at the end of the lesson.
Unplanned things: Even with the best lesson plans, things might turn out differently at the moment of teaching. CLIL requires teachers who are able to adapt to unforeseen problems or magic moments.
The 4C’s: It’s essential to balance Content, Communication, Cognition and Culture.
Lesson plan: ●Consider the cognitive skills that students are expected to display ●Decide the cultural elements that will be part of the lesson ●Specify and consider classroom resources ●Determine TIMING AND ORDER OF THE ACTIVITIES ●State class organization ●Consider learning styles
Assessing CLIL: Different support strategies can be used to get the most out of formative assessment: simplify instructions, give examples, add visual support, promote open-book exams, allow teamwork, help review and edit SS’ work.