English as a Second Language Instructional Approaches And Methodologies Kimberly Money and Angela...

English as a Second Language

Instructional Approaches

And

Methodologies

Kimberly Money and Angela Campbell

May 25, 1970 Memorandum

“Where inability to speak and understand the English language excludes national origin minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.”

Lau v. Nichols (1974)

• Affirmed the validity of the May 25th Memorandum extending the Civil Rights Act of 1964 to language minority children.

• Affirmed the authority of D/HEW “to require affirmative remedial efforts to give special attention to linguistically deprived children” (LAU Remedies)

School Systems Have anObligation to:

• Overcome the direct obstacle to learning which the language itself imposes

• Provide limited English proficient students with assistance in other areas of the curriculum

Audio-lingual Approach

• B. F. Skinner (Behavorist)

• Approach made popular by the military

• Meaningful chunks of language

• Inductive, errors avoided!

• Dialogues

• Language Lab – popular devise used

Direct Method

• Berlitz DeSauze• Inductive• Allows students to

“figure out the rules”• Learn by discovery• Example:

Kindergarten centers

Direct Method (cont.)

• Teaches reading and writing first, before speaking and listening skills

• Emphasizes correct pronunciation

• Uses visual aids and pantomimes

• Total use of second language – NO Translation

Grammar-Translation

• Students translate famous literature

• Memorize grammar rules• Highly-structured, teacher

controlled learning environment

• NO Emphasis on Oral Language

• The only method of second language learning until the 19th century.

Silent Way

• Gattegno (theorist)• Peace Corps• Use of little materials• Students develop their own criteria for

correctness.• Teacher is active in setting up situations,

while students do most of the talking and interacting.

• Lozanov (theorist)• Relaxed, subdued

atmosphere, soft music• Students relax and listen,

playfully practice during an “activation” phase

• Activity: Act out being a character

• Curren (theorist)• Learner-generated• Secure atmosphere,

not threatening• Students choose what

topics they want to learn in the target language

• Base lessons on what students want to learn

• Students overcome fears

• Minimal teacher preparation

• Great for Adult ESL programs

• Asher/Crashen (theorists)

• Acting out commands issued by teacher

• Teacher offers humorous variations of the commands

• Fun activities, games, skits

• Use of Authentic Materials

• Emphasizes functions over form

• Small group work and discussions

• Stresses the need to teach communication skills as opposed to linguistic skills (verb conjugations).

• Grammar-Translation

• Direct Method

• Total Physical Response

• Audiolingual Approach

Silent Way

Grammar-Translation Direct Method

Audio-lingual

Total Physical Response

Suggestopedia

Community Language Learning

Communicative Approach

• Extended Time• Use of Dictionary• Peer Tutor• Abbreviated

assignments• Alternative grading• Reduced Assignments

• Oral Tests• Alternate Materials of

varying levels• Provide a photocopy

of class notes.• Audio Tapes

References

• Davidson County Schools Student Education Plan

• LEP Trainer of Trainers’ Manual• Adapting Instruction to Accommodate

Students in Inclusive Settings (J. Wood)• “Eight Approaches to Language Teaching,”

G. Doggett, (Eric Clearinghouse on Languages and Linguistics)