TESOL 1

Other TESOL Approaches

1. Content-based

2. Task-based

3. Participatory Approach

4. Whole-Language-Approach

5. Learning strategy training

6. Cooperative learning

7. Multiple intelligences

TESOL 2

Communication-oriented Approaches

1. Content-based

2. Task-based

3. Participatory Approach

4. CLT-Communicative Language Teaching

TESOL 3

Comparison

Content-based, Task-based, Participatory Do not begin with functi

ons Priority on process “use English to learn En

glish” (Howatt, 1984) Teaching through com

munication

CLT Focus on giving Ss

opportunities to practice using communicative function

“Learning to use English”

Teaching for communication

TESOL 4

Content Based Approach1. ESP: English for Special Purposes

2. Courses with content relevant to particular profession/academic discipline

3. Examples:

4. Contribution: Integrates language learning with learning of academic content

5. Ss “get two for one”--content knowledge & increased language proficiency

5. Condition: Should provide clear objectives for both language and content

TESOL 5

Content Based Approach-Principles

1. Using subject matter content

2. Content based on Ss’ previous experiences

3. More relevance=Higher motivation

4. Scaffolding the linguistic content

5. Language as medium to convey informational content of interest

6. Vocabulary better learned with contextual clues to convey mearning

TESOL 6

Content Based Approach-Principles

7. Provide language support to learn authentic subject matter8. Work with meaningful & cognitively demanding language and content9. Communicative competence involves more than using language conversationally. Also includes reading, discussion, and writing.

TESOL 7

Content Based Approach-Models

1. L2 immersion model:Subjects learned through the medium of L2

2. Adjunct model: Enroll in regular coursesTake language courses linked to content courses:

help Ss process the language to understand contenthelp Ss complete academic tasks (note-taking, writing, r

eading, etc.)

TESOL 8

Content Based Approach-Models

3. Sheltered-language model: Native and non-native speakers together “Sheltered” instruction with particular materials a

nd techniques providedL2 Ss don’t have to postpone academic learningHigher motivations

TESOL 9

Content Based Approach-Models

4. Competency-based instructionEsp. adult immigrants learning survival & “life-coping” skills

TESOL 10

Whole-Language-Approach

1. Similar philosophy2. Language regarded holistically, not pieces3. Ss work “top-down”, not “buttom-up”4. Ts provide content-rich curriculum See errors not as part of learning Learning best served by collaboration among Ts and Ss

5. Examples: Reading: Language Experience Approach Writing: process writing & journal keeping

TESOL 11

Task-Based Instruction

1. Aim: To provide Ss with natural context for language use.Ss work to complete a tasksSs have opportunities to interact

check to see if have comprehensionseek clarification

2. “Central purpose we are concerned with this language learning, and tasks present this in the form of a problem-solving negotiation between knowledge that the learner holds and new knowledge.” (Candlin & Murphy, 1987)

TESOL 12

Principles:1. Activities with a purpose and clear outcome

2. Pre-task

3. Break down logical thinking into smaller steps

4. Ts seek ways to know Ss’ involvements

5. Questions switches

6. Ts reformulate Ss’ reactions to supply the correct target form

7. Ss receive feedback on levels of success

8. Ss have input into the design and product

TESOL 13

Discussions:1. Three types of tasks (1) information-gap activity (2) Opinion-gap activity (3) Reasoning-gap activity

2. Project Work ApproachExample

TESOL 14

Participatory Approach1. Content based on issues of Ss’ concerns, not content of subject matter texts

2. Goal: Help Ss to understand the social, historical,

cultural forces that affects their lives, Empower Ss to take action and make

decisions to gain control over their lives

TESOL 15

Principles1. Content connect with what happen outside2. Content should be relevant to Ss3. Curriculum as ongoing context-specific problem-posing process4. Experience-oriented5. Ts are co-learners.6. Knowledge as tool to help Ss find voice and act in the world.7. Lang. Skills taught in service of action for change, rather than in isolation.

TESOL 16

Principles8. Ss create their own materials and later become text for other Ss.

9. For Ss to evaluate their own learning

TESOL 17

Learning Strategy Training1. Begin in early 1970s

2. Good language learners:

3. Learning strategies: “the techniques or devices which a learner may use to acquire knowledge”(Rubin, 1975)

4. Identifying learning strategies is not enough. Ss need to be “trained” in learning strategies.

5. Goal: To improve their learning effectiveness.

TESOL 18

Principles1. Build upon Ss’ prior knowledge and learning experience2. Study certain learning strategies will contribute to learning success.3. Ts’ job: not only to teach language, but to teach learning.4. For Ss, strategies have to be learned. Best way to do this is through “hands-on”5. Ss need to become independent, self-regulated, do self-assessments.6. Transfer strategies

TESOL 19

Discussions1. Strategies should be taught as part of the content-area of language curriculum, not in isolation. (content-based)

2. Benefit: Ss can continue to learn after complete the tasks.

3. Metacognitive strategies

4. Cognitive strategies

5. Social/affective strategies

6. Examples

TESOL 20

Cooperative Learning1. Ss learn from each other in groups.

2. Important: the way Ss and Ts work together

3. Ts teach Ss collaborative or social skills so that they can work together more effectively.

4. Not only a way of learning, but also a theme to be communicated about the studied.

TESOL 21

Principles1. Ss are encouraged to think cooperatively, not competitively or individualistically2. Ss stay in the same groups for better work.3. Groups are mixed.4. Efforts of individual help the others in the class to be rewarded.5. Social skills need to be taught: acknowledging/asking for contributions and calm conversations need to be trained.

TESOL 22

Principles6. Language acquisition facilitated by L2 interactions

7. Responsibility and accountability for each other’s learning is shared.

8. Each one feels responsible for learning. Leadership is distributed.

9. Ts teach cooperation as well.

TESOL 23

Multiple Intelligences1. Has been influential in language teaching circles.

2. Seven distinct intelligences:Logical/mathematicalVisual/spatialBody/kinestheticMusical/rhythmic Interpersonal IntrapersonalVerbal/linguistic.

TESOL 24

Multiple Intelligences3. Not equally developed in any one

4. Ts need to create activities that draw on all seven.

5. Ts need to think about the activities that are frequently used in the classroom and categorize them according to intelligence type.

6. Examples: on page 170

7. Lesson plan: on page 171