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Innovative methodologies for ESL teachersCFPI
08-10-2016Ruby VurdienWhite Rose Language School
Summary of ELT Methods 1800 – Grammar Translation Method 1900 – Direct Method 1945 – Audio-Lingual Method 1950 – Silent Way 1960 – Community Language Learning 1970 – Suggestopedia 1970 – Total Physical Response 1970 - Cognitive Approach 1980 – Communicative Approach 1985 – Humanistic Approach 1987 – Task-Based Language Learning
Grammar Translation Method Language theory – learning to translate language for
understanding literature and for writing Teacher – strict authority. Students – passive
receivers of new information Techniques include: Translation of literary passages Reading comprehension Memorisation Composition
Direct Method Language theory - Language is for oral use.
L1 is forbidden. Speech in L2 is important Teacher – partner and guide. Students –
active participants Techniques include: Conversation Role plays Fill in the blanks Learn every day vocabulary
Audio-Lingual Method Language theory – Language is based on
descriptive linguistics primarily for oral communication
Teacher – model, director & controller of students’ language. Students – imitators
Techniques include: Minimal pairs (pronunciation) Grammar games Substitution drills
Silent Way Language theory – requires visuals for learning
(pronunciation or grammar components) Teacher – silent facilitator of learning. Student-
student learning (students assume responsibility for their learning and collaborate with each other in solving language problems)
Techniques include: Teaching pronunciation with ‘sound colour charts’ Peer correction Word charts for vocabulary
Community Language Learning Language theory - communication, creative
thinking and sharing culture, thereby fostering an atmosphere of trust in the classroom. L1 can be used.
Teacher – counsellor removing threatening factors from the classroom. Students dependent on teacher in initial stage
Techniques include: Reflection on experience Small group tasks
Suggestopedia Language theory – communication is a two-
plane process. Language and psychological/physical factors influence linguistic message. Errors are allowed. Confidence is built
Teacher – authority. Students trust teacher Techniques include: Classroom set-up for comfort Drama Music
Total Physical Response Language theory – Language is primarily oral.
Use of commands – similar to native language acquisition. L1 is used at the beginning.
Teacher – director of students’ behaviour, followed by students acting as self-director
Techniques include: Commands Role reversal Action sequence
Cognitive Approach Language theory – concepts behind language –
grammar and sets of communicative functions Teacher – supplies students with ‘meaningful’
and ‘meaningless’ pattern drills. Students experience new learning from practising drills
Techniques include: Exchange of information Substitution drills Collocation
Communicative Approach Language theory – language is for
development of communicative competence (meaning & function)
Teacher – facilitator and monitor. Students – communicators and active negotiators of meaning
Techniques include: Authentic materials Language games Fill in the gaps
Humanistic Approach Language theory – language is taught through
items, teaching skills, teacher’s status and flexibility
Teacher – facilitator and enabler. Students – involved in socio-affective learning activities
Techniques include: Cooperation (Teacher-student & student-
student) Mime Arousing interest
Task-based Language Learning Language theory – language segmentation
into linguistic items (grammatical structures, lexical items and functions)
Teacher – observer or counsellor. Students – engaged in L2 tasks
Techniques include: Collaborative work Brainstorming Developing linguistic skills
Changes in ELT teaching IN THE PAST TODAYStudents learned about the language (grammar)
Students learn to use the language
Teacher-centred class Learner-centred with teacher as facilitator/collaborator
Focused on isolated skills (listening, speaking, reading and writing)
Focus on the three modes: interpersonal, interpretive and presentational skills
Coverage of a textbook
Backward design focusing on the end goal
Using the textbook as the curriculum
Use of thematic units and authentic resources
Emphasis on teacher as lecturer /presenter
Emphasis on learner as “doer” and “creator”
Isolated cultural “facts”
Emphasis on the relationship among the perspectives, practices and products of the culture
Use of technology as a “cool tool”
Integrating technology into instruction to enhance learning
Changes in ELT teachingOnly teaching language
Using language as the vehicle to teach academic content
Same instruction for all students
Differentiating instruction to meet individual needs
Synthetic situations from textbook Personalized real world tasksConfining language learning to the classroom
Seeking opportunities for learners to use language beyond the classroom
Testing to find out what students don’t know
Assessing to find out what students can do
Only the teacher knows criteria for grading
Students know and understand criteria on how they will be assessed by reviewing the task rubric
Students “turn in” work only for the teacher
Learners create to “share and publish” to audiences more than just the teacher
21st Century Skills
Do today’s learners need to learn special skills? ‘Today because of rapid economic and social
change, schools have to prepare students for jobs that have not yet been created, technologies that have not yet been invented and problems we don’t yet know will arise’.
Andreas Schleircher, OECD Director of Directorate of Education and Skills(Schleircher, A. (2015) The case for 21st century learning)http://www.oecd.org/general/thecasefor21st-centurylearning.htm
What skills do you think young people need?
21st Century Education Video
https://www.youtube.com/watch?v=nA1Aqp0sPQo
The European Commission - century skills
Categorising the skillsWays of thinking Creativity and innovation Critical thinking, problem solving, and decision-making. Learning to learn / metacognition (knowledge about cognitive processes)
Tools for working Information literacyInformation and communications technology (ICT literacy)
Ways of working CommunicationCollaboration
Ways of living in the world Citizenship (local and global)Life and careerPersonal and social responsibility – including cultural awareness and competence(ATC21stS, 2013)
What is Critical Thinking?
Reflecting on and judging the assumptions we have
Exercising sound reasoning in understanding (asking whether reasons for our beliefs and decisions are any good)
Understanding the interconnections among systems
Problem-solving
Identifying and asking significant questions that clarify various points of view and lead to better solutions
Framing, analysing and synthesising information in order to solve and answer questions
Interpreting information
Being able to paraphrase, summarise, infer, classify, compare and explain information effectively and accurately
Collaborative Skills
Articulating thoughts and ideas clearly and effectively through speaking and writing
Demonstrating the ability to work effectively with diverse groups
Exercising willingness and flexibility to be helpful in making necessary compromises to achieve a common goal
Assuming shared responsibility for collaborative work
Communicative Skills
Articulating thoughts and ideas effectively using oral, written and non-verbal communication skills in a variety of forms and contexts
Using communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
Communicating effectively in diverse multi-lingual environments
Leadership skills
Using interpersonal and problem-solving skills to influence and guide others towards a goal
Exploiting the strengths of others to accomplish a goal
Demonstrating integrity and ethical behaviour Acting responsibly with the interests of the larger
community in mind
Multicultural competence
Working appropriately and productively with others Exploiting the collective intelligence of groups when
appropriate Bridging cultural differences and using differing
perspectives to increase innovation and the quality of work
Digital Literacy
Using digital technology communication tools and/or networks appropriately to access, manage, integrate, evaluate and create information in order to function in a knowledge economy
Using technology as a tool to research, organise, evaluate, and communicate information and understanding of ethical / legal issues surrounding the access and use of information
