Other TESOL Approaches

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Other TESOL Approaches

• 1. Content-based
• 2. Task-based
• 3. Participatory Approach
• 4. Whole-Language-Approach
• 5. Learning strategy training
• 6. Cooperative learning
• 7. Multiple intelligences

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Communication-oriented Approaches

• 1. Content-based
• 2. Task-based
• 3. Participatory Approach
• 4. CLT-Communicative Language Teaching

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Comparison

• Content-based, Task-based, Participatory
• Do not begin with functions
• Priority on process
• use English to learn English (Howatt, 1984)
• Teaching through communication

• CLT
• Focus on giving Ss opportunities to practice
  using communicative function
• Learning to use English
• Teaching for communication

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Content Based Approach

• 1. ESP English for Special Purposes
• 2. Courses with content relevant to particular
  profession/academic discipline
• 3. Examples
• 4. Contribution Integrates language learning
  with learning of academic content
• 5. Ss get two for one--content knowledge
  increased language proficiency
• 5. Condition Should provide clear objectives for
  both language and content

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Content Based Approach-Principles

• 1. Using subject matter content
• 2. Content based on Ss previous experiences
• 3. More relevanceHigher motivation
• 4. Scaffolding the linguistic content
• 5. Language as medium to convey informational
  content of interest
• 6. Vocabulary better learned with contextual
  clues to convey mearning

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Content Based Approach-Principles

• 7. Provide language support to learn authentic
  subject matter
• 8. Work with meaningful cognitively demanding
  language and content
• 9. Communicative competence involves more than
  using language conversationally. Also includes
  reading, discussion, and writing.

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Content Based Approach-Models

• 1. L2 immersion model
• Subjects learned through the medium of L2
• 2. Adjunct model
• Enroll in regular courses
• Take language courses linked to content courses
• help Ss process the language to understand
  content
• help Ss complete academic tasks (note-taking,
  writing, reading, etc.)

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Content Based Approach-Models

• 3. Sheltered-language model
• Native and non-native speakers together
• Sheltered instruction with particular materials
  and techniques provided
• L2 Ss dont have to postpone academic learning
• Higher motivations

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Content Based Approach-Models

• 4. Competency-based instruction
• Esp. adult immigrants
• learning survival life-coping skills

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Whole-Language-Approach

• 1. Similar philosophy
• 2. Language regarded holistically, not pieces
• 3. Ss work top-down, not buttom-up
• 4. Ts provide content-rich curriculum
• See errors not as part of learning
• Learning best served by collaboration among Ts
  and Ss
• 5. Examples
• Reading Language Experience Approach
• Writing process writing journal keeping

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Task-Based Instruction

• 1. Aim To provide Ss with natural context for
  language use.
• Ss work to complete a tasks
• Ss have opportunities to interact
• check to see if have comprehension
• seek clarification
• 2. Central purpose we are concerned with this
  language learning, and tasks present this in the
  form of a problem-solving negotiation between
  knowledge that the learner holds and new
  knowledge. (Candlin Murphy, 1987)

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Principles

• 1. Activities with a purpose and clear outcome
• 2. Pre-task
• 3. Break down logical thinking into smaller steps
• 4. Ts seek ways to know Ss involvements
• 5. Questions switches
• 6. Ts reformulate Ss reactions to supply the
  correct target form
• 7. Ss receive feedback on levels of success
• 8. Ss have input into the design and product

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Discussions

• 1. Three types of tasks
• (1) information-gap activity
• (2) Opinion-gap activity
• (3) Reasoning-gap activity
• 2. Project Work Approach
• Example

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Participatory Approach

• 1. Content based on issues of Ss concerns, not
  content of subject matter texts
• 2. Goal
• Help Ss to understand the social, historical,
  cultural forces that affects their lives,
• Empower Ss to take action and make decisions to
  gain control over their lives

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Principles

• 1. Content connect with what happen outside
• 2. Content should be relevant to Ss
• 3. Curriculum as ongoing context-specific
  problem-posing process
• 4. Experience-oriented
• 5. Ts are co-learners.
• 6. Knowledge as tool to help Ss find voice and
  act in the world.
• 7. Lang. Skills taught in service of action for
  change, rather than in isolation.

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Principles

• 8. Ss create their own materials and later become
  text for other Ss.
• 9. For Ss to evaluate their own learning

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Learning Strategy Training

• 1. Begin in early 1970s
• 2. Good language learners
• 3. Learning strategies the techniques or
  devices which a learner may use to acquire
  knowledge(Rubin, 1975)
• 4. Identifying learning strategies is not enough.
  Ss need to be trained in learning strategies.
• 5. Goal To improve their learning effectiveness.

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Principles

• 1. Build upon Ss prior knowledge and learning
  experience
• 2. Study certain learning strategies will
  contribute to learning success.
• 3. Ts job not only to teach language, but to
  teach learning.
• 4. For Ss, strategies have to be learned. Best
  way to do this is through hands-on
• 5. Ss need to become independent, self-regulated,
  do self-assessments.
• 6. Transfer strategies

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Discussions

• 1. Strategies should be taught as part of the
  content-area of language curriculum, not in
  isolation. (content-based)
• 2. Benefit Ss can continue to learn after
  complete the tasks.
• 3. Metacognitive strategies
• 4. Cognitive strategies
• 5. Social/affective strategies
• 6. Examples

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Cooperative Learning

• 1. Ss learn from each other in groups.
• 2. Important the way Ss and Ts work together
• 3. Ts teach Ss collaborative or social skills so
  that they can work together more effectively.
• 4. Not only a way of learning, but also a theme
  to be communicated about the studied.

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Principles

• 1. Ss are encouraged to think cooperatively, not
  competitively or individualistically
• 2. Ss stay in the same groups for better work.
• 3. Groups are mixed.
• 4. Efforts of individual help the others in the
  class to be rewarded.
• 5. Social skills need to be taught
  acknowledging/asking for contributions and calm
  conversations need to be trained.

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Principles

• 6. Language acquisition facilitated by L2
  interactions
• 7. Responsibility and accountability for each
  others learning is shared.
• 8. Each one feels responsible for learning.
  Leadership is distributed.
• 9. Ts teach cooperation as well.

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Multiple Intelligences

• 1. Has been influential in language teaching
  circles.
• 2. Seven distinct intelligences
• Logical/mathematical
• Visual/spatial
• Body/kinesthetic
• Musical/rhythmic
• Interpersonal
• Intrapersonal
• Verbal/linguistic.

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Multiple Intelligences

• 3. Not equally developed in any one
• 4. Ts need to create activities that draw on all
  seven.
• 5. Ts need to think about the activities that are
  frequently used in the classroom and categorize
  them according to intelligence type.
• 6. Examples on page 170
• 7. Lesson plan on page 171