Methods and Approaches to Language Instruction

Grammatical/Grammar Based
1. Structure based - learn the rules and patters to learn a language
2. Theorists: John Locke & David Hume - Human knowledge is a product of interaction with the environment. It is gained through the senses.
  1. John Watson & B.F. Skinner - Behaviorism and Stimulas Response - Theories that the environment shapes behavior by rewarding desirable behavior and punishing undesirable behavior therefore desirable behavior continues and the undesirable decreases.
3. Rule based instruction - Students learn grammatical and syntactical rules 1st
  1. emphasis on explicit teaching of grammar
    1. Grammar carefully sequenced and structured
4. Teacher centered
5. rote memorization and drill and practice
6. Emphasis on development of reading, writing, and grammar and less emphasis on oral language development
7. Error correction will shape and correct language acquisition.
8. Total L2 immersion with no use of L! in the classroom
9. Examples: dialogue memorization, repetition, mnemonics, kietics
10. 4 - METHODS
  1. Disputation Method * teacher reads * teacher questions * teacher answers through instruction
  2. Grammar Translation Method * teacher presents language rules * students memorize vocabulary lists * Application of language rules and vocabulary in written texts
  3. Direct Method * students infer grammar through sequenced guided instruction * Teacher models and students practice language patterns * Vocabulary taught in context through dialogues and choral responses
  4. Audiolingual Method * pattern drills and dialogue to develop grammatical structures and vocabulary in a sequential manner * teachers reinforce accurate production and error correction through feedback
Communicative
1. Vgotsky - Constructivist - Zone of Proximal Development - the optimal level of instuction is a level just beyond what the learner can do independently.
  1. Chomsky - Constuctivist - Language Acquisition Device - Learner has the innate understanding of rules and structure common to all languages. Exposure to the language and social interaction will prompt the learner's ability to comprehend and develop the language.
2. Research and theory based instruction that focuses on learning language through and for communication
  1. language learners use language to communicate for a purpose
    1. language development occurs when the learner receives comprehensible input and creates their own understanding in a low anxiety environment
3. Student centered and teacher facilitated approach. Teacher's role is to provide content for authentic communication.
4. Early Methods
  1. Silent Way - Learners were given a simple linguistic situation to observe and describe the actions in target language * L1 was not to be used * Teacher only emphasized word pronunciation and word flow * learner developed their own criteria for listening, speaking, and correction
  2. Natural Way - first, teacher created meaningful communication * then, teacher communicated information in targeted language in a simplified manner * language learners built comprehension skills before prompted to build language * Accepted student's L!
  3. Suggestopedia - language taught with an emphasis on the learner's personality and motivation * create a relaxing stress free environment that would enhance language acquisition * music in the background * students would read text in their L1 * teacher would present same material in their L2 * visual aids used to support meaning * students would use conversation, retelling, and role playing to derive meaning.
  4. Contemporary Methods
    1. Integrated Content Based (ICB) * teaches academic subject matter and second acquisition skills * based directly on student's academic and linguistic needs * teams of educators often develop themed units that emphasis content and language objectives across the curriculum
    2. Sheltered Instruction Method * integrate content and language in the same lesson * content objectives are aligned with the local, state, or national standards* Language objectives are linked to TESOL standards and students's L2 proficiency * students receive grade level content but teacher scaffolds instruction to provide comprehensible input
Cognitive
1. emergent product of efforts to examine and analyze the cognitive psychological side of learning, and instruction to promote language learning.
  1. discovering, recognizing, conceiving, judging, reasoning, and reflecting
  2. Child centered learning with a focus on explicit teaching of learning strategies in communicative ways
  3. Directly tied to the challenges and processes confronted by the learner, as well as the teaching and instructional protocols designed to address the issues.
2. 6 learning principles: 1. learning of complex subject matter is most effective when one is constructing meaning from information and experience. 2. With support and guidance the learner can create meaningful, coherent representation of knowledge. 3. A successful learner is able to connect new information to existing knowledge in meaningful ways. 4. Successful learner can create ways of thinking and reasoning strategies to target learning goals. 5. higher order strategies designed to facilitate creative and critical thingking. 6. Learning is influenced by environmental strategies such as culture, prior socialization, technology, and instruction.
3. Ellen Bialystok - informational processing model - incorporates three components related to specific types of knowledge, including implicit and explicit linguistic knowledge
4. Affects the several educational interests relevant to the CLD learner, including cultural and cross cultural dynamics, learning in the content areas, critical thinking, literacy development, sociocultural and social affective effects on learning, constructivists learning environments and teaching, and the learner's application of acquired knowledge in different contexts.
5. Methods
  1. CALLA *developmentally appropriate language instruction * intentional focus on CALP development in L1 and L2 as related to content area * focus on prior knowledge * explicit instruction in the following learning strategies: metacognitive, cognitive, and social /affective * interaction driven * modeling of learning strategies and language for communication
6. Strong emphasis on the learner's background, interactions, memory, knowledge, thinking process, and success in academic content

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Methods and Approaches to Language Instruction

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