ESL Approaches & Methods

ESL Approaches & Methods

1. GRAMMATICAL APPROACH - a teacher centered approach to second language instruction. The underlying philosophy of the approach assumes that learners acquire language most efficiently by memorizing language rules and sentence patterns in a methodical, sequenced curriculum.

   • Grammar-Translation - the teacher first presented language rules to students. Then students memorized vocabulary list. Finally, students applied the language rules and exceptions, as well as the vocabulary terms to the translation of written text. Transition was not for meaning but focused on grammatical accuracy.
     • More emphasis on development of reading, writing, and grammar
       • less emphasis on oral language development
         • rules of grammar are taught holistically
   • Direct - students inferred grammar through exposure to carefully sequenced guided instruction in the target language. Teachers would model and students would practice language patterns, with the goal of internalizing grammar. Some emphasis on context through the use of objects, photographs, diagrams, and drawings.
     • Drill and practice
     • Rote memorization
     • focus on total immersion of L2
       • no use of L1 in the classroom
         • involves an open-ended response to materials the teacher brings into the classroom
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   • Audiolingual - presented pattern drills and dialogue designed to develop grammatical structures and vocabulary in a highly sequenced manner. Teachers reinforced accurate production and error correction through consistent feedback.
     • grammar structures are carefully sequenced and taught
       • Emphasizes error correction, drills, and repetitive practice
         • Minimal use of L1
   • Dialogue memorization
     • Repetition
       • mnemonics
         • kinetics

2. COMMUNICATIVE APPROACH - a more research- and theory-based approach to second language instruction, which derived from international concerns over the ineffectiveness of the grammar-based approaches in developing language learners who could actually use the target language in real-life situations.

   • Silent Way - presented learners with simple linguistic situations that they were to observe and then describe in the target language, focusing especially on the actions they witnessed. The first language was not used and the teacher emphasized the pronunciation and word flow of the learners' descriptions while encouraging target language production.
     • Teacher modeling/talking
       • reinforcement through repetition/signals
         • seldom content based
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   • Natural Way - Based off four general premises: 1) Comprehension precedes production. 2) If allowed to proceed naturally, language production emerges in stages. 3) Communicative goals should guide instruction. 4) Interactive communicative activities should be designed to lower the affective filter.
     • stresses comprehensible input
       • minimal error correction/production
         • acceptance of students' L1
           • not necesarily content based
   • Suggestopedia - designed to place as much language teaching emphasis on learner personality and motivation as that typically placed in intellect. Lesson typically involved music playing in the background and students would read a translation of the text in their first language. Then the instructor would remove the translation and present the same text in the target language. Visual aids are used, as well as role-playing, conversations, and retelling.
     • Emphasis on relaxed physical setting
       • minimal error correction
         • use of L1 for explanations
           • not necessarily content-based
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   • Integrated content based - a method that integrates language and content instruction to provide students with contextualized learning experiences that facilitate simultaneous development of English proficiency and academic knowledge and skills. This method of instruction engages students in authentic activities linked to specific subject matter topics that are incorporated within a theme.
     • Emphasis on L2 Development
       • Focus on content and language integration
         • Subject area integrated into thematic units
   • Sheltered instruction - an instructional method of the communicative approach that combines philosophies, strategies, and techniques that appropriately recognize the many challenged of CLD students confront. This method provides English learners with instruction that is comprehensible, relevant, and motivating.
     • Visuals
     • Gaurded vocabulary
     • Cooperative learning
     • Hands-on learning
     • Grade level modified curriculum
       • Scaffolded instruction
         • visuals, cooperative learning, and guarded vocabulary
   • Reduced use of idioms
     • Use of manipulatives/realia
       • use of simulations/big books
         • heterogeneous grouping

3. COGNITIVE APPROACH - an approach to second language learning that is the product of efforts to examine and analyze the cognitive psychological side of learning, language learning, and instruction to promote language learning.

   • CALLA - an instructional method of the cognitive approach that focuses on explicitly teaching CLD students to understand and tactically apply metacognitive cognitive, and social/affective strategies.
     • Cooperative learning
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     • Explicit LS instruction
     • Maximizing content and language objectives
     • Developmentally appropriate language instruction
       • Intentional focus on CALP development in L1 and L2 as related to content areas
         • Explicit instruction in the following learning strategies: Metacognitive, Cognitive, social/affective
           • Focus on prior knowledge
   • KWL Chart
     • Questioning
       • Word Walls
         • Outlines

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