CENTRAL UNIVERSITY OF ECUADOR

CARRER PLURILINGUEDIDACTICS

THE SILENT WAYSTUDENTS: Michelle Granja

Alejandra Vasconez Anggy Zambrano

Teacher: Msc. Karla Hidalgo

THE SILENT WAY AS METHODI was created by Caleb Cattegno. I was introduced in his book

Teaching Foreign Languages in Schools.

BASIC PREMISETeacher should be silent as much as possible to motivate students to talk.Silence makes students to concéntrate on what is to be learned.The silent way student expected to become independent, autonomous and

responsible.

The learner needs to discover or create

Learning is made easier by the use of physical objects 

Learning is made easier by problem-solving

THE THREE HYPOTHESIS:

PEDAGOGICAL MATERIALS THAT ARE EFFECTIVE AND USEFUL

1.-Word chart.- Words are

written with the same color code as the rectangle

chart.

2.- The Fidel Chart.-

Shows all the possible spellings

for each phoneme

3.- Cuisenaire Rod.-

Creates visible situation.

4.- A pointer.- reates the dynamic of the language

by introducing the relation to the different

chart.

5.- Color Rectangle Chart.- Each color

represents a phoneme enabling learners to

find distinctions in the phonetics.

CAUSES OF THE FAILUREIt is a harsh method because of the lack of communication.

• The materials ( rods and charts) failed to introduce the aspects of languages.

Students wasted to much time struggling with a concept which could be easily clarified by teacher.

• It was difficult to evaluate students´ progress.

The materials took a lot of time and money.

• The silent way prevented students from hearing useful models

Not repetition and not answer by the teacher it was meaningless for students.

WEBGRAPHY:

Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.

H. Douglas Brown (1987). Principles of language learning and teaching. Englewood Cliffs, New Jersey, Prentice Hall.

AMER, Najmi, The silent way Approach, Slide Share, septiembre 2012, Source: http://es.slideshare.net/amernajmi/the-silent-way-approach.