Approaches Unit 10

Principles of TBI

1. Teaching explicitly about structures and grammatical features of spoken and written texts

2. Linking spoken and written texts to the social and cultural context of their use

3. Designing units of work which focus on developing skills in relation to whole texts

4. Providing students with guided practice as they develop language skills for meaningful communication through whole texts

It drives mostly from nature of learning but this one draws from the nature of language

TBLT ( creative construction theory but TBI ( genere theory of language)

Text is used in a special sense

It's used to refer to structured sequences of language that are used in specific context in specific ways.

Theory of language in TBI

1. Texts occur in relation to different geners of discourse

2. Language is a social process

3. Texts have distinctive patterns of organization and linguistic features

4. Language use reflects the context in which it occurs

Texts mean

The situations, contexts, purposes, audiences and relationships that are involved

Genre

It refers to spoken and written contexts for language use, in which our expectations for the kinds of discourse that occur are shaped by our knowledge of the types of conventions in place for that type of discourse, that is ,genre convention

Recounts and narratives

Two types of text types used in describing past experiences

Assumptions about the nature of learning in TBI

Learning is facilitated by explicit knowledge of language

Learning is facilitated by the study of authentic models and examples.

Learning depends upon the scaffolded support of the teacher

Explicit learning contrasts with implicit models of learning in

The Natural Approach and Community Language Learning

Two types of scaffolding

Designed in and contingent

Designed-in scaffolding

It contains the content, strategies, and learning experiences the teacher plans to build into the syllabus

Contingent scaffolding

It contains the moment-by-moment classroom interaction that support learners at the point of need

Starting points of developing objectives in TBI

Type of genere or texts and need analysis

Learner roles in TBI

They learn both through the support and guidance of the teacher and through the use of rules and patterns to creating texts related to their needs. They will be able to monitor their their own learning.

Text based course

It's not pre packed course but one developed by a teacher or group of teachers

Teacher roles in course designing for TBI

1. Developing a syllabus based on learner's needs

2. Selecting suitable texts as the basis for the course

3. Sequencing elements of the course

4. Modeling processes of deconstructing and constructing appropriate texts.

5. Assessing student's progress in understanding and mastering different text types

Teacher roles in TBI

1. Have a sound knowledge of the nature of different kinds of texts

2. The ability to analyze texts

3. Guide learner's awareness and mastery of text convention

4. Ability to scaffold learning

Sources of texts in TBI

From real world

From the internet

From the media

From students

Procedure for TBI

Phase 1 = building the context

Phase 2 : Modeling and deconstructing

Phase 3: joint construction of the text

Phase 4 : Independent construction of the text

Phase 5 : linking to related texts

Process or product is focused in TBI

Product