Approaches and Methodologies for Second Language Instruction

Grammatical Approach
1. Teacher-centered emphasis on the rules and structure of target language
2. Fails to offer the best language instruction for CLD students
  1. memorizing language & rules
    1. grammar-based drills & practice
      1. Does not emphasize how to use the language
        Does not promote motivation or authentic language
3. Methods
  1. Grammar-Translation----focuses on grammatical accuracy without meaningful translation, lacks oral language development, & more emphasis on development of reading, writing, & grammar
  2. Direct-----sequenced guided instruction with focus on total immersion in L2, discouraged translation (no L1), open-ended response to materials the teacher brings into the classroom, some emphasis on context using objects, diagrams, & photographs
  3. Audiolingual-----focuses on memorization & recall, emphasizes on correction, drills, and repetitive practice, minimal use of L1
4. Strategies: Drill & Practice, and Rote Memorization
5. Examples: Dialogue Memorization, Repetition, Mnemonics, and Kinetics
Communicative Approach
1. Methods
  1. Silent Way-----focus on teacher modeling/talk, repetition/signals, seldom content-based, and L1 was not used
  2. Natural Way----Communication was made meaningful, language input was comprehensible, silent period was recognized & respected, building of comprehension skills, acceptance of students' L1, minimal error correction, not necessarily content-based
  3. Suggestopedia----focus on a relaxed physical setting,, emphasis on learner personality & motivation, use of visual aids for support, text through multiple modalities, use of L1 for explanations
  4. Integrated Content-Based-----focus on content & language integration, across subject areas, emphasizes L2 development, based on students' academic & linguistic needs
  5. Sheltered Instruction----Integrate language & content objectives into the same lesson, language objectives are functionally linked to the CLD student's level of L2 proficiency, grade-level modified curriculum, scaffolded instruction, visuals, cooperative learning, and guarded vocabulary
2. Student-centered emphasis on communication and meaningful acquisition knowledge
3. It does not subscribe to the behaviorist perspective
  1. Encompasses constructivist language instruction
    1. Innate understanding/predetermined capacity to learn language
      1. Learning is socially constructed/natural progression of communication
4. Strategies:Scaffolding, Guarded Vocabulary, Cooperative Learning, Hands-on Activities
5. Examples: Reduced use of idioms, Manipulatives & Realia, Simulations/big books, Heterogeneous Grouping
Cognitive Approach
1. Focuses on how individuals process, store, and remember new information and how they acquire new skills
  1. Learner-centered focus on explicit teaching of learning strategies in communicative ways: Metacognitive, Cognitive, & Social/Affective
    1. CALLA: Is designed to enrich the language that CLD students can use for academic communication................Developmentally appropriate LS, Focus on CALP in L1 & L2, Prior knowledge, and Explicit instruction
      1. Strategies: Cooperative learning, Explicit LS instruction, & Maximizing content & language objectives
      2. Examples: KWL chart, Questioning, Word walls, & Outlines
    2. Child-centered
      1. Discovering
        Recognizing
        Conceiving
        Judging
        Reasoning
        Reflecting
    3. Methods
  2. Long-Term Memory
    1. Short-Term Memory
      1. Working Memory
  3. Meaningful & relevant instruction
    1. Scaffolded instruction for language acquistion
      1. Comprehensible input for language acquisition
Language Experience Approach
1. Helps develop initial language and literacy.
2. Students' prior experience needs are used as a bridge to new ideas and concepts. Learning is based on the Cognitive-Social Model
3. Good to use with beginning level and preliterate English language learners
4. Students learn that oral language is related to reading and writting
5. Vocabulary and grammatical structures are experienced in L1.
Inquiry Approach
1. Students investigate questions and problems of personal interest. Cognitive-Social Model of Learning
2. Learner-centered activities where students construct understanding of ideas and relationships.
3. Consists of an inquiry cycle with student activities
  1. Ask an answerable question or identify a researchable problem
    1. Develop a plan & take some form of action
      1. Gather resources; analyze & summarize the information
        Draw conclusions & report findings
        Reflect on the process
Balanced Reading Approach
1. Provides both phonics and whole language according to student needs.
2. Instruction is tailored to individual preference for initial reading
  1. Classroom Activities: journal writing, teacher read alouds, discussions, silent reading, and student choice in reading materials
3. Cognitive-Social Model of Learning

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Approaches and Methodologies for Second Language Instruction

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	Created by Jamie Shirley2271 about 8 years ago