The Silent Method

The Silent Method

1. Background

   • Devised by Caleb Gattegno
   • Teacher as silent as possible and learner produce as much language as possible
   • Use of visual physical objects (Cuisenaire rods) and color charts
   • hypotheses underlying Gattegno's work
     • Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned.
     • Learning is facilitated by accompanying (mediating) physical objects.
     • Learning is facilitated by problem solving involving the material to be learned .

2. Approach

   • Theory of language
     • Gattegno's do not believe that any linguistic theory "cathcs" the "spirit" of the language
     • Structural approach thaught - language is a group of sounds arbitrarily associated with specific meanings and organized into sentences
     • Language separated from it's social context and thaught throught artificial situations
     • Structural patterns and grammar rules throught INDUCTIVE processes
     • Vocabulary as a central dimension
       • semi-luxury vocabulary
       • luxury voccabulary
       • functional vocabulary
   • Theory of learning
     • Radically diferent from the processes of learning a first language
     • Approachs are misguided, replacing a natural approach and turning it artificial and strictly controlled
     • Artificial because involves commitment of the self to language acquisition through the use of silent awareness and then active trial.

3. Design

   • Objectives
   • The Syllabus
   • Types of learning and teaching activities

4. The roles

   • Learner roles
     • Gattegno sees language learning as a process of personal growth resulting from growing student awareness and self-challenge.
     • Learners are expected to develop independence, autonomy, and responsibility.
     • Learners exert a strong influence over each other's learning
     • Learners have to play varying roles.
   • Teacher roles
     • Teacher silence is the most demanding aspect of the Silent Way.
     • Stevick defines the Silent Way teacher's tasks as (a) to teach, (b) to test, and (c) to get out of the way (Stevick 1980: 56).
     • For the most part, Silent Way teacher's manuals are unavailable (however, see Arnold 1981 )
     • Teachers are responsible for designing teaching sequences and creating individual lessons and lesson elements.
     • Sequence and timing in Silent Way classes are very important
     • The teacher is responsible for creating an environment that encourages student risk taking and that facilitates learning.
     • The teacher's role is one of neutral observer, neither elated by correct performance nor discouraged by error.
     • In sum, the Silent Way teacher, like the complete dramatist , writes the script, chooses the props, sets the mood, models the action, designates the players, and is critic for the performance.
   • The role of instructional materials
     • The materials are designed for manipulation by the students as well as by the teacher, independently and cooperatively, in promoting language learning by direct association.
     • The pronunciation charts, called "Fidels,"
     • Other materials that may be used

5. Procedure

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