TIMELINE

Hello everyone!
Here I share with you my timeline about the methods of teaching.

http://www.timetoast.com/timelines/major-trends-in-language-teaching

Presentation of CLT and sample class

This is the the slides of the presentation of CLT.

https://es.slideshare.net/hdez2010/cooperative-llt



And here is the video of the sample class of Cooperative Language Teaching.

COOPERATIVE LANGUAGE TEACHING - REFLECTION

My experience  presenting the Cooperative Language Teaching method and making a sample class.
 I think the easiest thing to do it was the presentation because I just only read the chapter, I researched some extra information on Internet. I watched some videos on youtube about CLT and at the end all the data was sense and was connected.

In the other hand, make a sample class was a little hard because there are a lot of activities that we can use it. The organization was difficult too. Besides is not easy to give a class and know that you are the teacher, who has the control of the class.
I like much doing  this activity it was an example of what in the future I will do.


I found this picture on Internet about integrated learning I think it is related with the sample class and presentation of the method.

SUGGESTOPEDIA VIDEO

Hello everyone!
Here is the Suggestopedia video I hope that you can see it.


https://www.youtube.com/watch?v=-tXan_WgfZU

Have a nice day!
:)

The Silent Way

Today is the turn of the Silent Way method, which is based on Construtivism therory. The following Venn diagram shows some advantages and desadvantages of this method.

Feel free to commnent.

Venn´s diagram

Total Physical Response

Hi everyone! Today I let this table of  TPR method, which includes the main elements of this teaching method. I think it´s easy to understand but let me know what do you think?

See you! =)
 

TOTAL PHYSICAL RESPONSE
BACKGROUND
Developed by James Asher, the TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical activity. Asher mentions the role of affective factors in language that involves gamelike movements which reduces learner stress and facilitates learning.
APPROACH
He views the verb in imperative, as the central linguistic motif around which language use and learning are organized. Asher sees a stimulus-response view as providing the learning theory underlying language teaching pedagogy. Asher elaborated an account of what he feels facilitates foreign language learning:
I.     THE BIO-PROGRAM	·         Asher’s Total Physical Response is a Natural Method. ·         First and second language learning are parallel processes. ·         Children develop listening competence before they develop the ability to speak  ·         Children’s ability in listening comprehension is acquired because they required to respond to spoken language. ·         Listening should be accompanied by physical movement.
II.   BRAIN LATERALIZATION	·         Asher holds that the child language learner acquires language through motor movement. ·         Right-hemisphere activities must occur before the left-hemisphere can process language for production. ·         When a sufficient amount of right-hemisphere learning has taken place, the left hemisphere will be triggered to produce language and to initiate other.
III. REDUCTION OF STRESS	·         First language acquisition takes place in a stress-free environment.            The key to stress-free learning is to tap into the natural bio-program for language development. ·         Recapture the relaxed and pleasurable experiences as in the first language learning. ·         The learner should be liberated from self-conscious and stressful situations.
DESIGN: OBJECTIVES, SYLLABUS, LEARNING ACTIVITIES, ROLES OF LEANERS, TEACHERS, AND MATERIALS
OBJECTIVES are to teach oral proficiency at a beginning level. The ultimate aim is to teach basic speaking skills. Specific instructional objectives are not elaborated, these will depend on the particular needs of the learners. It uses action-based drills in the imperative form. SYLLABUS can be inferred from an analysis of the exercise types employed in TPR classes. The use of a sentence-based syllabus, with grammatical and lexical criteria being primary in selecting teaching items. Grammar is thus taught inductively. LEARNERS ROLES are listener and performer. They listen attentively and respond physically to commands given by the teacher. TEACHER plays an active and direct role. He decides what to teach, presents the new material, selects supporting material for classroom use, also allow speaking abilities to develop in learners’ own natural pace.
PROCEDURE
Asher provides a lesson-by-lesson account, the procedures used in the TPR are:          ·         Review: warm up          ·         New commands:          ·         Vocabulary          ·         Asking simple questions          ·         Role reversal          ·         Reading and writing
CONCLUSION
Total Physical Response was popular in the 1970s and 1980s because emphasize the role of comprehension in second language acquisition. Comprehensible input and reduction of stress are the keys to successful language acquisition.

The Audiolingual Method essay

The approach developed by linguists at Michigan became known as the Oral Approach, the Aural-Oral Approach, and The Strucutral Approach. This influenced the way language were taught in the United States throughout the 1950s. The incoporation of the linguistic principles of the Aural-Oral approach with psychological learning theory became to be known as Audiolingualism.
     The Structural Approach developed by Fries and his collegues adding insights taken from behaviorist psychology. Audiolingual Method is a result of the combination of structural linguistic theory, contrastive analysis and aural-oral procedures.

As linguists discovered new sound types, new patterns of linguistic invention and organization a new interest in phonetics, phonology, morphology and syntax was developed. Learning a language it was building blocks of the language and learning the rules by which these elements are combined. 

To the behaviorist, the human being is an organism capable of a wide repertoire of behaviors. The occurrence is depending on the 3 crucial elements:

1.- STIMULIS, serves to elicit behavior.

2.- RESPONSE, triggered by a stimulus.

3.- REINFORCEMENT, serves to mark the response as being appropriate and encourages the repetition of the response in the future.

The audiolingual method has two objectives: 

- short objectives include training in listening comprehension, accurate pronunciation, recognition of speech, symbols as graphic signs in writing. 

- long range must be language as the native speaker uses it.

The teaching of listening comprehension, pronunciation, grammar, and vocabulary are all related to development of oral fluency. The syllabus contains the key items of phonology, morphology, and syntax according to the language presented. The language skills are taught in the order of listening, speaking, reading and writing.

There are many types of learning and teaching activities, some are: dialogues which are used  for repetition and memorization,  drills and pattern  practices is a distinctive feature of the Audiolingual Method. The learner plays a reactive role by responding to stimuli. They have a little control over the content, pace or style of learning, the teacher’s role is central and active.

The procedure or process of teaching involves extensive oral instruction, the focus is on immediate and accurate speech.

To sum up, the audiolingualism, is a formal, rule-governed system. In fact, between Situational Language Teaching and Audiolingualism , there are similarities, for example, reflect similar views about the nature of language and of language learning, these views were developed from quite different traditions. 

TEAM
-Diana Marquez
-Mónica Aimé

Oral Approach or Situational Language Teaching

Here is the concept map of  The Oral Approach and Situational Teaching. I used goconqr to make it and I recommend you to use it because it is very useful.

https://www.goconqr.com/es-ES/p/9212048

Have a nice day! :)

Diana
Monica Aime

The Reform Movement and Direct Method video

Hi everybody! Here is the link of the video about the story of the Language Teaching innovations in the nineteenth century, The Reform Movement and Direct Method.

 https://www.youtube.com/watch?v=i17CncH7bKE

I hope you enjoy it! :)

My experience making a video

At the beginning it was a little hard how to organize all the information because I need to include the most important features of the Reform Movement and the Direct Method. When I was reading I figure out an easy way to organize it. So, I decided to use images and don´t write so much.

I think that I learned. Now, I know that language teaching innovations started in the nineteenth century and specialists turn their attention to the way languages were being taught. Then, the Reform Movement took more importance and relevance in how should be teaching languages, and the essential elements to achieve it. Finally, the Direct Method which was developed in basis of the principles for language teaching such as in the first language acquisition.

To conclude, I think it wasn´t difficult, the only thing that I found a little hard are the dates.