INFLUENTIAL APPROACHES

BEHAVIORIST APPROACHES INPUT APPROACHES

General ideas -How children behave can be shaped by adults. Children should be exposed to English that they can
-Teachers introduce new knowledge by clear understand, and is not pressured to produce it until
explanation and demonstration. they are ready to do so naturally.
Type of Teacher-centered Teachered centered, but more modern
classroom
Advatanges - Short term - Short term
- Letting children take notes a lot and repeat - Helping children pick up some English from
patterns in choral drills. what they hear from teachers or tapes.
- Making children feel more relaxed and
positive about English
Disadvantages - Long term - Long term
- Limiting the natural curiosity and potential - Familiarizing children with reciving input
of children => Diminishing childrens without many chances to learn actively =>
motivation and ability to learn and explore not training children to become active and
English sefl -motivated
Current state Cosidered outdated and flawed but still pervasively Considered to make a lot of sense in an ESL learning
influencing the education system environmet
 CHILD-CENTERED APPROACHES

Humanistic approaches Constructivist appraches

General aim help children reach their help children make sense of the world (build up, test and adjust theoretical
full potential both as models of how the world works) in which they fond themselves.
learners and as people

Jean Piaget George Kelly Lev Vygotsky

Viewpoints In order to reach the Childrens development Childrens Childrens development
and ideas general aim, their should depends on their age development depends depend on their social
be 3 conditions: on their quality of interaction.
Cognitive conflict and experience.
-A tolerance of ambiguity adaptation helps chilren Children should interact
learn more deeply: Children build an with children and adults
-An acceptance of self and +Assimilation: new internal framewok and with more knowledge
others information is adapted to expand it by noticing than they to reach
fit with old known patterns and beyond their present
-Having peak information. replications in the level - Zone of proximal
experiences that lead to +Accommodation: environment aroung development.
personal tranformation known informatin is them.
through new personal adapted to fit with new We do not learn
insights information. People tend to move in language to
directions which have communicate. We first
personal meaning and learn to communicate
in which their mental and then learn
framework will be language.

Techniques Teachers cause deliberate
confusion to strengthen
childrens ability to handle
ambiguity
Teachers recognize the
importance of self-esteem
and and cooperative
learning to encourage
children accept
themselves and others.
Teachers emphasize the
impotance of children
building up their mental
model of English,
achieving success after
struggle and
experimentation, and
using patterns the have
notoces to make guesses
to help chilren learn
through peak experiences.
enhanced and
elaborated.
As suggested by age- Teachers should attract Teachers interract with
related stages, teachers children towards the children using English
should be symply world of English, and that is just beyond their
facilitators, getting out make them feel that if level.
of the way and letting they explore this world,
children learn naturally. they will be given a Teacher let children
However, this is not chance to experiment interact with each other
supported since there is for themselves in ways even though their
not enough learning. that feel meaningful. English is at the same
level.
As suggested by
subsequent research When introducing a new
which stated that target langage, teachers
development depends crate a situation where
more on contexts rather the children want to
on age, teachers should express themselves but
challenge and stimulate dont have enough
children, not just necessities and finally
facilitators. discover the target
which enables them to
do so.