English Language Approaches and Methods

The English Language Policy (1900-1975)

First of the American’s attempt to introduce English as a language of instruction.

President William Mckinley

He issued a letter of instruction which declared English would be the medium of instruction at all levels. 

The Bilingual Education Policy (1974)

Revealed by DepEd whose concern was to have Filipino as a medium of instruction. 

The revised Philippine Education Program (1957-1974)

Introduction of the vernacular. 

Mother Tongue-Based Multilingual Education (2009)

Was encouraged by previous studies and experiments about the effectiveness of using the mother tongue in Education.

Lubuagan First Language Experiment

According to Martin (2009), the MTBMLE was based on an experiment carried out by the Summer Institute of Linguistics in collaboration with DepEd in 1998 at Lubuagan, Kalinga. What was the name of the experiment?

1st question to Consider

How do learners acquire a second language?

2nd question to consider

What choices (techniques/methods) do teachers make in the classroom?

3rd question to consider

What are these choices based on?

4th question to consider

How will you judge their effectiveness?

Teaching

It is said to be very complex because you are to consider not only the intellectual aspect of a student but also the emotional and social aspects.

Language Teaching

It is shaped by teachers’ views of the nature of language and learning in general, and by their knowledge of the sociocultural setting in which the teaching and learning take place (Adamson,2004)

Structural, Functional, Interactional

These are the three points of view that are important to language learning according to Richards and Rodgers (2001).

Structural

It focuses on phonological, grammatical, and lexical structures.

Functional

It focuses on the meaning and function.

Interactional

It focuses on conveying and receiving authentic messages that are meaningful. 

Approach

Theories about the nature of language and language learning that serve as the sources of practices and principles in language teaching. It is also said to be axiomatic.

Method

It is the level where theory is put into practice. It is also said to be procedural.

Technique

Exercises, activities, or tasks used in the classroom for accomplishing objectives.

Theory of Cognitive Development (Piaget, 1936)

This learning theory entails that humans cannot just be "given" knowledge that they can immediately use; they must build their knowledge from experience.

Sensorimotor Stage

During this stage, children develop object permanence. They use their actions and senses to explore and learn about their surrounding environment.

Object Permanence

It means that children understand that objects continue to exist even when they can’t see them.

Pre-operational Stage

During this stage, children’s thinking is not yet logical or concrete, and they struggle with concepts like cause and effect. Thinking is egocentric.

Concrete Operational Stage

At this stage, children start to show logical thinking about concrete events. They start to grasp the concept of conservation. Children can reverse things mentally and they become less egocentric.

Formal Operational

Individuals perform concrete operations on things and they perform formal operations on ideas. Formal logical thinking is totally free from perceptual and physical barriers.

Social Cognition Learning Model (Vygotsky, 1978)

This learning theory entails that Social interaction is extremely important in the development of how children think, explore, and figure things out.

Inquiry-Based Approach (Dewey, 1933)

This learning theory entails that Learning begins by asking a lot of questions that naturally lead to further questions.

Facilitator

It is the role of the teacher in English language teaching wherein they observe, advise, and direct the students.

Traditional Role in English Language Teaching

It is said to be Teacher-centered  where the Teacher is the source of knowledge and the Students are receivers of knowledge.

New Role of English Teachers

In Task based language Teaching, teachers  become facilitators of students’ learning and they recognize learner differences. 

Grammar Translation Method

It is also known as the classical method where accuracy is emphasized. Grammar is also taught deductively in this method.

Goal of GTM

Read in L2 Learn grammar, vocabulary, culture.

Role of teacher in GTM

Traditional Teacher is the authority and the teacher does everything

Role of student in GTM

Students learn from the Teacher and student does what the teacher says 

Teaching/learning process in GTM

• Translation

•  Explain grammar rules 

• Memorize vocabulary.

Student/teacher interaction in GTM

Teacher to Student

Language skills in GTM

• Vocabulary

• grammar 

• Reading

• writing

Role of L1 in GTM

L1 in classroom Two-way translation. Translate from mother tongue to target language.

Evaluation in GTM

Written translations and Application of grammar rule.

Error correction in GTM

Teacher gives correct answers.

Sample Activities in GTM

• Translation 

• Drills

Direct Method

Grammar is taught inductively in this method and the native language is not used during lessons.

Goals of Direct Method

Communication, Think in L2 , Direct association in L2 without translation.

Role of teacher/student in Direct Method

Teacher-centered

Teaching/learning process in Direct Method

Use L2 only and Grammar is taught through examples and application.

Student/teacher interaction in Direct Method

• both Teacher and Student. 

• Some students to student

Language skills in Direct Method

Vocabulary over grammar. Focus on communication. 

Role of L1 in Direct Method

Not used.

Evaluation in Direct Method

Communicative (interview)

Error correction in Direct Method

Self-correction

Sample Activities in Direct Method

Reading aloud, Fill in the blank, Dictation, Conversation practice, Paragraph writing

Audiolingual Method

It is also known as the army method. It was developed by Charles Carpenter Fries.

Goal of Audiolingual Method

Communication

Role of teacher/student in Audiolingual Method

Teacher-centered. Teacher is the L2 model for imitation

Teaching/learning process in Audiolingual Method

New grammar and vocabulary through dialogues

Student/teacher interaction in Audiolingual Method

Teacher directed. Student to student in drills

Language skills in Audiolingual Method

• Structure is important (sound system and grammar patterns) 

• Order of skills is listening-speakingreading-writing

Role of L1 in Audiolingual Method

L1 habits sometimes interfere with L2.

Evaluation in Audiolingual Method

Tests where each question focuses on only one point of the language.

Error correction in Audiolingual Method

Avoid errors by overlearning.

Sample Activities  in Audiolingual Method

Repetitive drills with focus on pronunciation.

Silent Way

It was developed by Caleb Gattegno.​ It is based on the idea that teachers should be silent as much as possible during a class in order to encourage the learners to produce language as much as possible ​

Goal of Silent Way

Self-expression of Students and independence from Teacher

Role of teacher/student in Silent Way

Teacher is a facilitator and resource provider.

Teaching/learning process  in Silent Way

• Students are guided to discover L2 

• Initial focus on correct pronunciation. 

Student/teacher interaction  in Silent Way

• Teacher is active but mostly silent. 

• S/S interaction

Language skills in Silent Way

Pronunciation and intonation. Oral before written.

Role of L1  in Silent Way

Used to form sounds in L2 and is used for feedback

Evaluation  in Silent Way

Continuous observation. Students develop their own criteria.

Error Correction in Silent Way

Self and peer correction

Sample Activities in Silent Way

Color charts to teach pronunciation and Rods to teach grammar structures.

Suggestopedia 

It was Developed by Georgi Lozanov. It is also known as De-suggestopedia

Goal of Suggestopedia

Students need to overcome psychological barriers to learning.

Role of teacher/student in Suggestopedia

• Students trust and respect 

• Teacher as authority. 

• Students adopt child-like roles

Teaching/learning process  in Suggestopedia

• Relaxing atmosphere 

• Use of songs, music, and games to activate the whole brain.

Student/teacher interaction  in Suggestopedia

• T/S and S/S interaction

Language skills in Suggestopedia

Vocabulary and Minimal grammar

Role of L1 in Suggestopedia

• L1 used to translate dialogues 

• L1 is gradually reduced.

Evaluation in Suggestopedia

In-class performance.

Error Correction  in Suggestopedia

No open correction.

Sample Activities in Suggestopedia

Songs and Games.

Total Physical Response

It attempts to teach language through physical (motor) activity. It was developed by James Asher.

Goal of TPR

Help students develop listening fluency.

Role of teacher/student in TPR

Director. Teacher provides model of L2 for imitation

Teaching/learning process in TPR

Comprehension before production. Teacher models then Students perform.

Student/teacher interaction in TPR

T speaks and Ss respond non-verbally. Later Ss verbalize.

Language skills in TPR

Grammar and vocabulary

Role of L1 in TPR

Not used

Evaluation in TPR

By observation

Error Correction in TPR

Unnoticeable correction

Sample Activities in TPR

Command drills and Role plays of everyday activities.

Communicative Language Teaching

an approach that aims to achieve communicative rather than linguistic competence through learner interaction.

Goal of CLT

Communication in social context

Role of teacher/student in CLT

Facilitator. Encourages communication among Ss

Teaching/learning process  in CLT

Ss learn to communicate by using real-life situations in the classroom

Student/teacher interaction  in CLT

T arranges task for communication

Language skills in CLT

Function over form

Role of L1 in CLT

Generally, not used

Evaluation in CLT

Communicative tests. Fluency and accuracy

Error Correction in CLT

No error correction unless errors interfere with communication