The Silent Way

The Silent Way

1. The silent way(SW), a method of language teaching, originated in the early 1970s and introduced by Caleb Gattegno, who, an Europe educator, is well known for the use of colored sticks called Cuisenaire rods and for his approach to the teaching of initial reading in which sounds are taught by colors. The Silent Way shares a great deal with other learning theories and educational philosophies. Very broadly put, the learning hypotheses underlying Gattegno’s work could be stated as follows: 1. Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned. 2. Learning is facilitated by accompanying (mediating) physical objects. 3. Learning is facilitated by problem solving involving the material to be learned.

   • Theory of Learning
     • A successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial. Silent Way learners acquire “inner criteria”. The Silent Way student is expected to become independent, autonomous and responsible.
   • Learning Hypotheses
     • 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.
   • Pedagogical materials that are both effective and fun to use :
     • 1. Word Chart
       • Wall charts on which the words are written with the same color code as the rectangle chart. These charts display the structural vocabulary of the language: about 500 words.
     • 2. Cuisenaire Rod
       • Ros are used to create clear and visible situations that enable students to understand how a given concept is expressed in the language.
     • 3. A pointer
       • The teacher or the learner can show a word or a sentence while maintaining the essential characteristic of language - its ephemeral nature. The use of the pointer is one of the ways in which the teacher calls on the learners to use their mental powers.
     • 4. The Sound / Color Rectangle Chart
       • A wall chart made up of different colored rectangles; each color represents a phoneme (sound) of the language, enabling learners to work on fine distinctions in the phonetics and prosody of the language, both on the level of production and of listening and recognition.
     • Other materials: books and worksheets for practicing reading and writing skills, picture books, tapes; videotapes, films and visual aids.

2. The Silent Way student

   • Independent learners are aware that they must depend on their own resources and realize that they can use the knowledge of their own language to open up some things in a new language.
     • Independent Learners
   • Autonomous learners choose proper expressions in a given set of circumstances and situations.
     • Independent Learners
   • Responsible learners know that they have free will to choose among any set of linguistic choices, the ability to choose intelligently and carefully is said to be evidence of responsibility.
     • Responsible Learners

3. Objectives of Learning

   • The general goal set for language learning is near-native fluency in the target language, and correct pronunciation and mastery of the prosodic elements of the target language are emphasized. The teacher should give them only what they absolutely need to promote their learning. They become independent by relying on themselves.

4. Conclusion

   • The actual practices of the Silent Way are much less revolutionary than might be expected. With a strong focus on accurate repetition of sentences modeled initially by the teacher and a movement through guided elicitation exercises to freer communication.

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