Content-based, Task-based,

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Content-based, Task-based, Participatory
Approaches

• Prepared by Doris Shih

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Outline for Today

• Content-based instruction
• Scaffolding
• Task-based instruction
• Participatory approach
• Activity Time

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Content-based Instruction (1)

• Use content from other disciplines in language
  teaching
• Language across curriculum movement started in
  England 1970

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Content-based Instruction (2)

• Build on students previous knowledge
• Students motivated to learn because of relevance
• Teacher help to scaffold linguistic content
• Language is learned best when used to deliver
  interesting information
• Vocabs can be easily acquired with contextual
  cues

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Content-based Instruction (3)

• Teacher give examples use comprehensive checks
  with authentic matters
• Learners use authentic materials to practice
  language
• Communicative competence able to read, discuss,
  write about content of other fields

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Scaffolding Vocabulary act

• Read the book The Giver by Lois Lowry
• Let the learners take a look at the book
• Pick out certain vocabularies/concepts
• Let student figure out how to act the words or
  paragraph
• Help students to build knowledge on words
  according to context

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(No Transcript)
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Task-based Instruction (1)

• Teacher provides learners with a natural context
  for language use.
• Activity has purpose and need outcome
• Teacher go through a pre-task with students
  before they work individually
• Teacher go through the task step-by-step
• Level is i 1

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Task-based Instruction (2)

• Teacher-student negotiation ask for feedback
• Teacher use language naturally without
  simplifying
• Teacher repeat the correct form to reinforce
• Students then complete a task in groups practice
  authentic listening and speaking

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Task-based Instruction (3)

• Students receive feedback based on the content
  completed task or not
• Students have input to the design way of
  completing the task

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Participatory Approach (1)

• Originated with the work of Paulo Freire
• Started in 1980s
• Versus content-based
• Similarity work on meaningful contents
• Difference nature of content

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Participatory Approach (2)

• Goal is to help students to understand the
  social, historical, or cultural forces that
  affects their lives, and then to help empower
  students to take action and make decisions in
  order to gain control over their lives. (p.150)
• Teacher use contents relevant to students lives
• Curriculum is the result of problem-posed process
• Students are motivated teacher is co-learner

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Participatory Approach (3)

• Students use their knowledge to act in the
  society
• Language skills are taught to prompt action for
  change
• Students create their own materials as text for
  others
• Students get to evaluate themselves

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Activity TimeVocab. Act

• Patriotic
• Dwelling
• Overwhelming
• Anxious
• Rituals

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References

• Larsen-Freeman, D. (2000). Techniques and
  principles in language teaching. 2nd ed. Oxford,
  England Oxford University Press.