Week 4

ELT Methods

Goals for Today

identify the characteristics of

various approaches to language
teaching.
identify principles of teaching from
each approach which are applicable
for TESL in different contexts.

The approaches which will be

dealt with:

Silent Way
Desuggestopedia
Community Language Learning
Total Physical Response

THE SILENT WAY

English Sound/Color Chart

u

English Sound/Color
Chart cont.
This chart contains a number of
different coloured rectangles; each
colour corresponds to a sound in the
language.
It enables students to work on the
sounds of the language.
It is this capacity to produce the
sounds themselves.

ENGLISH FIDEL CHART

On Teaching a Language

English Fidel Chart

Developed by Gattegno as part of his
cognitive approach to language
teaching called "the Silent Way".
The chart shows the various spellings
for the sounds of English, and links
them to the master sound/colour chart.
This can be an effective tool for using
colour and cognitive techniques to help
students accurately pronounce the
spellings they see in written English.

Sound/Color Code - Vowels

short a
short e
oow (u)
oo

long o
oy

short u
short o
aw
ee

short i
ah
ea
ay

long i

long a

long u

ow

Sound/Color Code Consonants

p
t
s/z
's
m, n
f
th (voiced)
l
wh
re
sh, sch

s, sc
n
f, v
th (pushed)
le
c, k, qu
b
ng, nd

qu

sz
n, kn, nd
d
y
w
r
g
j, g, dg

The First English Word

Chart
The colour code is the same as that of
the rectangle chart and the fidel.
Only the structural vocabulary of the
language (about 500 words) is included:
pronouns, articles, prepositions, common
adjectives and adverbs, conjunctions,
auxiliary verbs and a few other common
verbs but very few nouns.

 Students can see the

differences between
this and these, for
example, and the
teacher can point to
other words containing
the vowel or consonant
sounds giving them
problems.
Once students feel sure
of the meanings and
pronunciations of the
words, these can be
used as landmarks to
conquer more and
more of the language

Words In Color Word

Charts

Words In Color Word

Charts-cont.
All the signs (graphemes) representing the same
sound have the same color.
The words on each and all the charts can be touched
in order with a pointer to form meaningful sentences
and paragraphs.
The words have been chosen so that the learners ask
themselves the essential questions for learning to
read English:
In which direction is English read? E.g., "net" and "ten" are
side by side.
Why are words with the same sequence of colors not written
with the same letters (the same spelling)? For example,
"won" and "one", "threw" and "through", "two" and "too".

Cuisenaire Rods

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Cuisenaire Rods

Cuisenaire Rods
"Words can become a reality to
which we can relate, but they are
retained only when they trigger
images, their meaning ...
... it was found that a set of
Cuisenaire rods is a very good way of
achieving that end."

Cuisenaire Rods
This means that the rods can be
used by the teacher to create visual
situations (or tactile ones for blind
students) which trigger in the
students a direct understanding of
the meaning and to which they
express through the language they
already know.

Cuisenaire Rods cont.

These small pieces of wood or plastic created
by Georges Cuisenaire, a Belgian primary
school teacher.
They measure between one and ten
centimeters in length.
They are coloured such that all the rods of
the same length are the same colour, the
choice of colours reflecting the mathematical
properties of the rods. They are used for
teaching mathematics at all levels.

Cuisenaire Rods cont.

Caleb Gattegno gives some examples of how to
use them in learning a language:
A red rod, two red rods, five yellow rods and two brown
ones, pick up,
Take a ---- rod, Give it to me, Take a rod and give it to
her, Take a blue rod and a black one, give the blue one
to her and the black one to him, Take seven rods, put
one here, two there and give me three,
This rod is yellow and that one is blue,
I am here, you are there,
Is his rod blue?

 Rods are used to trigger meaning,

and to introduce or actively practice
language.
They can symbolize whatever words
are being taught and be manipulated
directly or abstractly to create
sentences)

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Common/Typical
Techniques
(1)
Sound-Color Chart
(2)
Teacher's Silence
(3)
Peer Correction
(4)
Rods
(5)
Self-correction Gestures
(Teacher uses hands to indicate that something is incorrect
or needs changing - eg. using fingers as
words then touching the finger/word that is in need
of
correction)
(6)
Word Chart
(7)
Fidel Chart
(8)
Structured Feedback
(Students are invited to make observations about the day's
lesson and what they have learned)

SUGGESTOPEDIA (1980S1990S)

Background
An educational method developed by
Bulgarian scientist Georgi Lozanov
Based on a modern understanding of how
the human brain works and how we learn
most effectively.

Why Desuggestion
Suggestopedia sees the negative suggestions
(Oh, it is too late for me, I am too old, or How
can I remember that amount? Nobody can!)
from the social-suggestive norm as inhibiting
human potential and believes teachers can free
their students natural potential by replacing
existing
Desuggestopedia (the name of this method
changed from Suggestopedia to
Desuggestopedia to emphasize the importance
on desuggesting limitations on learning),

Key Elements of Suggestopedia

A rich sensory learning environment
(pictures, colour, music, etc.)
A positive expectation of success and the
use of a varied range of methods:
dramatized texts, music, active
participation in songs and games, etc.

Four main stages

1.
2.
3.
4.

Presentation
First ConcertActive Concert
Second ConcertPassive Review
Practice

Presentation
A preparatory stage in which students are
helped to relax and move into a positive
frame of mind, with the feeling that the
learning is going to be easy and fun.

First ConcertActive Concert

This involves the active presentation of
the material to be learnt.
For example, in a foreign language course
there might be the dramatic reading of a
piece of text, accompanied by classical
music.

Second ConcertPassive
Review
The students are now invited to relax and
listen to some Baroque music, with the
text being read very quietly in the
background. The music is specially
selected to bring the students into the
optimum mental state for the effortless
acquisition of the material.

Practice
The use of a range of games, puzzles, etc.
to review and consolidate the learning.

Principles
Authority: People remember best and are
most influenced by information coming
from an authoritative source.
Infantilization: In the child's role that
learner takes part in role playing, games,
songs, and gymnastic exercises that help
"the older student regain the selfconfidence, spontaneity and receptivity of
the child.

Principles
Double-Planedness: The learner learns not
only from the effect of direct instruction
but from the environment in which the
instruction takes place. (the bright decor
of the classroom, the musical background,
the shape of the chairs, and the
personality of the teacher are considered
as important in instruction as the form of
the instructional material itself.

Principles
Intonation, Rhythm, and Concert PseudoPassiveness
Varying the tone and rhythm of presented
material helps both to avoid boredom
through monotony of repetition and to
dramatize, emotionalize, and give meaning to
linguistic material.
The musical background helps to induce a
relaxed attitude which Lozanov refers to as
concert pseudo-passiveness.

Principles
The type of music is critical to learning
success.
Lozanov recommends a series of slow
movements (sixty beats a minute) in 4/4
time for Baroque concertos strung
together into about a half-hour-concert.'
He notes that in such concerts "the body
relaxed, the mind became alert"
(Ostrander et al. 1 979: 74).

Objectives
Through the use of background music and
softly-spoken information students will
absorb information at a much higher rate
than is otherwise possible.
Students will experience the sensation of
controlled relaxation.
Attentiveness is manipulated to optimise
learning and recall.

Learning Objectives
Learning is enhanced through the power of
suggestion, music, relaxation, deep
breathing, metaphors and guided imagery.
Self-image will be improved.
The students will have a positive attitude
towards learning.
Suggestopedia aims to deliver advanced
conversational proficiency quickly.
Teachers place a high value on vocabulary
recall, memorization

Learning Objectives
To memorize large amounts of target
language vocabulary.
To be able to understand target language
at the appropriate level through the
teacher's presentation of the language
material.

Language Objectives
To be able to translate target language
vocabulary into ones native language.
To be able to gain meaning in the written
form of the target language.
To be able to communicate confidently in
the target language.
To be able to apply the language in useful,
'real-life' settings.

(Charles Curran)

COMMUNITY LANGUAGE
LEARNING

Introduction
Community Language Learning advises
teachers to take their students as whole
person.
Whole person learning means that teachers
consider not only the students intellect but
also their feelings.
Teachers become language counselors
and give no threats to students.

Background
Adults often feel threatened and foolish by
a new learning situation.
T becomes language counselorunderstand the struggle of the students.
T is understanding, sensitive, helpful and
overcome ss negative feelings into
positive energy in learning.

Six Elements Necessary For

Non-Defensive Learning
Securitynon-threatening learning environment
Aggressionactively involved in the learning
experience
Attentionability to attend to many factors
simultaneously by narrowing the scope of attention
initially
Reflectionwhen ss reflect on the language as the
teacher reads the transcript three times; when ss are
invited to stop and consider the active experience
they have
Retentionthe integration of the new material that
takes place within the whole self
Discriminationsorting out differences among target
language forms such as Human Computer

Teaching Activities
Translation: Ss ask in native
lang.
T translates to target lang.
Small/pair group: discuss a
topic,
a dialogue or a story.

Teaching Activities -cont.

Recording: Ss record the
dialogue in target language.
Transcribing: Ss transcribe the
dialogue in target language in
written form.

Teaching Activities-cont.
Analysing: Ss analyse the written
dialogue
in target lang.
Reflection and observation: Ss reflect
what have learned in the classroom
and make an oral report, including
express their feelings.

Teaching Activities -cont.

Listening: Ss listen to Ts
monologue.
Free conversation: Ss and T
can free talk or exchange
experience.

10 Questions to be
answered
What are the goals of teachers who use the
CLL method?
-- To use the target language
communicatively in a non-defensive
manner.
What is the role of the teacher? What is the
role of the students?
Ta counselor; Sa client
The relationship between T and S from
dependency to independency (focus on
fluency or accuracy)

 What are some characteristics of the

teaching/learning process?
a conversation in L1-> translation in
chunks recording of the conversation
a transcript with L1 equivalents
activities based on the conversation

 What is the nature of student-teacher

interaction? What is the nature of studentstudent interaction?
S-T first and S-S interaction afterwards;
teacher-student-centered with both being
decision-makers in the class
How are the feelings of the students dealt
with?
Inviting Ss to comment on how they feel to
keep their security

 How is language viewed?

Language for communication in a
supportive learning process.
What areas of language are emphasized?
What language skills are emphasized?
Grammar points, pronunciation patterns
and vocabulary based on the language Ss
generate; the importance of understanding
and speaking the language at first, then
reading and writing

 What is the role of the students native

language?
L1 to enhance students security as a bridge
from the familiar to the unfamiliar; literal L1
equivalents but less L1 in later stages
How does the teacher respond to student
errors?
T repeats correctly what Ss say incorrectly
without calling further attention to the error

JAMES ASHER

TOTAL PHYSICAL
RESPONSE
On Teaching a Language

56

Introduction
Total Physical Response is a language
learning method based on the
coordination of speech and action.
It is linked to the trace theory of
memory, which holds that memory is
stimulated and increased when it is
closely associated with motor activity.

On Teaching a Language

57

Objectives
learning needs to become more
enjoyable and less stressful.
a natural way to accomplish this is to
recreate the natural way children
learn their native language, most
notably through facilitating an
appropriate "listening" and
"comprehension" period.
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Reviewingtheprinciples
1.Whatarethegoalsofteacherswhouse
TPR?
TeacherswhouseTPRbelieveinthe
importanceofhavingtheirstudents
enjoytheirexperienceinlearningto
communicateinaforeignlanguage.

2.Whatistheroleoftheteacher?Whatis
theroleofthestudents?
Initially,theteacheristhedirectorofall
studentbehavior.Thestudentsareimitators
ofhernonverbalmodel.Atsomepoint
(usuallyaftertentotwentyhoursof
instruction),somestudentswillbereadyto
speak.Atthatpointtherewillbearole
reversalwithindividualstudentsdirecting
theteacherandtheotherstudents.

3.What are some characteristics of the

teaching/learningprocess?
Firstphase
Theinstructorissuescommandstoafew
students,thenperformstheactionswith
them.
Secondphase
Thesesamestudentsdemonstratethat
theycanunderstandthecommandsby
performingthemalone.

Afterlearningtorespondtosomeoral
commands,thestudentslearntoreadandwrite
them.Meanwhiletheyarereadytospeakand
becomeonewhoissuesthecommands.

4.What is the nature of student-teacher

interaction?Whatisthenatureofstudent-
studentinteraction?
Theteacherinteractswiththewholegroupof
studentsandwithindividualstudents.

5.How are the feelings of the students

dealtwith?
TPRwasdevelopedtoreducethestresspeople
feelwhenstudyingforeignlanguages.
Anotherwaytorelieveanxietyistomake
languagelearningasenjoyableaspossible.

6.Howislanguageviewed?

Justaswiththeacquisitionofthenative
language,theoralmodalityisprimary.

7.Whatareasoflanguageareemphasized?
Whatlanguageskillsareemphasized?
Vocabularyandgrammaticalstructuresare
emphasizedoverotherlanguageareas.
Understandingthespokenwordshould
precedeitsproduction.Thespokenlanguage
isemphasizedoverwrittenlanguage.

8.Whatistheroleofthestudentsnativelanguage?
TPRisusuallyintroducedinthestudents
nativelanguage.Aftertheintroduction,
rarelywouldthenativelanguagebeused.
Meaningismadeclearthroughbody
movements.

10.Howdoestheteacherrespondtostudenterrors?

Itisexpectedthatstudentswillmakeerrors
whentheyfirstbeginspeaking.Teachers
shouldbetolerantofthemandonlycorrect
majorerrors.Eventheseshouldbecorrected
unobtrusively.

Peoplealwaysaskhowmuchofalanguagecan
betaughtthroughTPR.
Asherclaimsthatallgrammarfeaturescanbe
communicatedthroughimperatives.
Exampleofadvancedlesson,onemight
introducepasttenseasfollow:

Teacher:Ingrid,walktotheblackboard.
(Ingridgetsupandwalksto
theblackboard.)
Teacher:Class,ifIngridwalkedtothe
blackboard,standup.
(Theclassstandsup.)

Teacher:Ingrid,writeyournameonthe
blackboard.
(Ingridwriteshernameonthe
blackboard.)
Teacher:Class,ifIngridwrotehernameon
theblackboard,sitdown.
(Theclasssitsdown.)

Tutorial Questions
Gattegno dismissed traditional
teaching as being too concerned
with filling memories rather than
educating students awareness,
which, he declared, is the only thing
in us that is educable.
How is this achieved in the Silent
Way?

 Asherbelievesthatforeignlanguage
instructioncanandshouldbemodeledon
nativelanguageacquisition.Whataresome
characteristicsofhismethodthataresimilarto
thewaychildrenacquiretheirnative
language?

 One of the principles of TPR is that when

student anxiety is low, language learning is
enhanced. How does this method lower
studentanxiety?

 What are the potential weaknesses

of Ashers Total Physical Response
(TPR)?

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The End

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