Teaching

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BY PAUL CASTILLO
Paul Castillo
Mind Map by Paul Castillo, updated more than 1 year ago
Paul Castillo
Created by Paul Castillo about 4 years ago
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Resource summary

Teaching
  1. Based on aproaches which include methods and these methods are based on techniques.
    1. Aproaches
      1. Old
        1. Reading Aproach
          1. • Only the grammar is useful • Vocabulary is controlled at first. • Translation is only a procedure. • Reading comprehension is only a skill. • The first language is used.
          2. Audiolingual Aproach
            1. • Dialogues • Mimics and memorization are used • Grammar • Skills sequenced • Learners errors are avoided
            2. Oral-Situational Aproach
              1. • Emphasis on the speaking skills • Only the target language should be used • Grammar is taught from easy to hard • New language presented by situations • First oral and the written
            3. New
              1. Cognitive Approach
                1. 1. Learners are responsible for their own learning. 2. Grammar is taught deductively 3. All 4 skills are taught. 4. Errors are needed in the learning process.
                2. Affective Humanistic Approach
                  1. 1. Group work is promoted 2. Students’ feelings are very important. 3. Peer support and interaction are strengthened. 4. The teacher is a facilitator and a friend. 5. The teacher has to be fluent in the target language.
                  2. Comprehension-based Approach
                    1. 1. Grammar should not be taught. 2. Students should be exposed to the language as much as possible. 3. Errors are just part of the process. 4. Students will speak only when they feel ready to do it. 5. The target language is acquired instead of leaned.
                    2. Communicative Approach
                      1. 1. The exposure of students to authentic use of the language. 2. Great importance is given to fluency instead of accuracy. 3. Students are invited to make mistakes as part of the process. 4. The context in which the language is used plays an important role. 5. Informal language, slangs and cask words might be included in the teaching process
                  3. Methods
                    1. The Grammar Translation Method (GTM)
                      1. 1. The understanding of word formation and grammar may aid a lot in decoding the target language. 2. It is ideal for students who are studying a second language for specific purposes such as interpretation of legal documents. 3. Even though students might feel comfortable using the knowledge of grammar when reading and writing, it does not guarantee that these students will be able to use the language for communicative purposes. 4. The lack of authentic exposure to the target language will promote the fossilization of errors.
                      2. The Audio-lingual Method (ALM)
                        1. 1. Target language/some mother tongue 2. Teacher-centered 3. Mechanical habit-formation activities with little opportunity for ("bad habit"). 4. Immediate reinforcement of correct responses. 5. Presentation of new structural patterns and vocabulary through oral repetition and memorization of scripted dialogues. 6. Oral pattern-drills of key structures from dialogues (repetition drills, chain drills, substitution drills...) 7. Inductive learning of grammar rules based on dialogues (i.e. no explicit grammar teaching) 8. Use of tapes, visual aids and ultimately language labs 9. Reading and written work based on earlier oral work, sometimes given as homework
                        2. The Designer Methods
                          1. Community Language Learning
                            1. This method was characterized by a strong sense of the need for building interpersonal and affective connection between teachers and students. In this method, learners are not seen as students but as clients. On the other hand, the teacher is seen as a counsellor instead of a dictator.
                            2. The Natural Approach (Method)
                              1. Is a language teaching method which claims that language learning is a reproduction of the way humans naturally acquire their native language. The approach adheres to a communicative approach to language teaching and rejects earlier methods such as the audiolingual method.
                              2. The Communicative Language Teaching (CLT)
                                1. The communicative approach is based on the idea that learning language successfully comes as a result of authentic exposure to communication in real scenarios. Here, the happening of mistakes are seen as learning opportunities and no matter how many times you make them, they will eventually disappear.
                                2. CLIL: CONTENT LANGUAGE INTEGRATED LEARNING
                                  1. CLIL helps teachers to ensure that their units and lessons plans are balanced and include sufficient opportunities for the application of knowledge and the development of communication skills. CLIL is a design that your school will adopt for teaching content such as Science, Music, History, Art, o P.E. in English, or any other language you wish to use. The standards and objectives that you will use with CLIL are up to your country, district, or school. You would need to know your content and language standards and apply them to CLIL..It’s made up of 4 areas or the 4 C’s of CLIL. They are: • CONTENT • COMMUNICATION • COGNITIVE • CULTURE
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