HALLIWELL: (2) IDENTIFYING PRIORITIES AND THEIR IMPLICATIONS

Giving high priority to attitude goals: most syllabuses identify two sort of
goals; content goals and attitude goals.
o Content goals: are concerned with the elements of language and
ways in which they are used. They are arranged in any of these
ways:
Structures: set out in terms of grammatical structures. Ex: I like
swimming/dancing/reading.
Topics and situations: the word is arranged according to topics or
situations like family or the supermarket.
Functions: what the learner can use the language for. Ex:
expressing likes/dislikes/preferences.
o Attitude goals: relate to the kind of learning experiencies we set
up and the rrelationships and atmosphere in the language
classroom.

The balance between the attitude goals and content goals shifts as a child
moves through the education system. In the later stages the content goals
begin to dominate. We have a responsibility to give high priority to attitude
goals at primary level. If we dont establish rist taking, confidence and general
goodwill towards language learning, children will have difficult times in later
stages.

The special nature of language: language is a fundamental part of being

human. Attitude goals demonstrate in the interaction between teachers
and students. In two examples: the checking of understanding and the
correction of mistakes.
The significance of the way we check understanding: Teachers expect
that children understand every single word they say, and this
discourages them to learn. We dont need to draw attention on the fact
that we are checking the childrens understanding. We can just do it by
watching what they do, watching their faces, gestures.
The significance of the way we treat mistakes: the way we correct
mistakes is going to be very important. Teachers can inadvertently
contribute to the undermining and inhibiting process. Constant
correction is undermining, for accuracy is vital but for fluency is
destructive.
Making language exercises into real exchanges: Real communication in
the classroom can be stimulated by spoken interaction between children
with information gap activities. One participant has the information
needed by the other. Ex: Who am I? game.
Teaching language lessons in the target language: teaching a class in
English hasmany advantages for the childrens learning:
o Encourages the children to trust that they can understand even if
they dont get every single word.

Provides indirect learning. Children are not concentrated in

learning what they are listening but the brain is processing it
anyways.
Increases the amont of exposure children get to the language.

You can teach a class in small number of phrases, structures, facial

expressions and gestures. Dont do that! Do this Watch. We have to
show what we mean.

HALLIWELL: (3) BEING REALISTIC

Language classrooms are potentially noisy and demanding places. We need to
be realistic in our expectations of ourselves and the learners. This should mean
taking realities into account in such a way that good things can still happen.

Knowing which activities stir a class and which settle them help us plan
lessons which neither stay stuck in dullness nor get out of hand in
excitement. Its useful to make your own list from expericne of your
particular class.
o Oral work always seems to stir and listening usually settles.
Knowing which activities engage childrens minds and which keep them
physically occupied: we can identify two main types of involvement:
o Mental engagement: the activity makes them think and engages
their emotions.puzzles, imagining. Ex: games,
o Actual occupation: the activity makes them concentrate but not
think very hard. The child is physically doing something. Ex:
writing, drawing.
Choosing the style to suit the mood: we need to adjust the activities to
the class mood. Maybe the children has just come to class after PE or
after literature class. To settle them down we can engage them with
something occupying. To stir them we can start with a mental engaging
game.
Keeping the lesson simple: variation doesnt mean we have to keep
changing the topic. Instead, we can keep to the same topic and
materials and change the word we do. Keeping an eye on the stir/settle
and involvement factors, its possible to devise a varied lesson on as
little as five words for as long as an hour.
Reusing materials: some materials are reusable round the same theme.
Ex: promptcards and grids can act as promprs for a wide range of
different phrases and exchanges as long as we make what we are doing
clear. Just keep the promptcards very simple, drawn in black, thickish
lines without any writing.
o We can also reduce our thinking preparation by identyfing a core
of activity types which we can use and reuse in order to teach
different language content.
Reusing a core of ideas: Simple activities are the best because they will
transfer to all kinds of topics and situations. Because you use them

regularly you will quickly get to know the best way to set them up and
the class will take them easy.

VIEWS ON HOW PEOPLE ACQUIRE AND LEARN THEIR MOTHER TONGUE

AND FOREIGN LANGUAGES
LYNNE CAMERON & GALLINO YANZI
http://www.quora.com/What-does-the-concept-of-Universal-Grammarmean
VIEW
BEHAVIOURIST
(1957)

INNATIST(1959)

PRINCIPLES
Language is formed by vocabulary and
grammar.
Learning takes place through a habit
formation process.
Repetition in form of drills, accuracy and
no mistakes.

CREATIVE
CONSTRUCTION
HYPOTHESIS
HUMANISTIC
APPROACH (1968)

METHODS
Audio-Lingual
PPP: Presentation,
Practice and Production

Language is formed by vocabulary,

grammar and function.
The ability for learning a language is
called Universal Grammar. This theory
states that this ability is innate and
distinctly human. We humans have a little
special something inside our heads and
bodies that enables us to learn this
amazingly complex system we call
language. It's something that we humans
all share (Universal) but that we share
with no other species and is specific to
language itself (Grammar).

Learning is influenced by how learners

feel about themselves: the better
students feel about themselves and
others, the more likely they are to
achieve.
If students learning a foeign language are
engaged in developing personal and
social values, the learning will be
meaningful and positive.

Communicative Language
Teaching.
Task-Based Learning.

The Natural Approach.

Community Language
Learning.
Total Physical Response.

PIAGET
VYGOTSKY (1978)

BRUNER (1983)

Maslow organized psychological needs in

a pyramid according to their importance
to the learning process. (Physiologial,
Safety, Belongingness and Love, SelfEsteem, Cognitive, Aesthetic, SelfActualization).
The talk that supports a child in carrying
out an activity, as a kind of verbal version
of help, is called scaffolding.
Scaffolding has been transferred to the
classroom and teacher-pupil talk.

Eclectic PPP.