Reviewer in EEDM 301 D  STUDENT- CENTERED LEARNING – CLT promotes students taking an

The Approaches for Language Arts Teaching active role in their learning process, emphasizing their responsibility
1. Communicative and autonomy in language development.
2. Language Scaffolding
3. Cooperative Learning ADVANTAGES
4. Situational  much more pupil-orientated, because it is based on pupils’ needs
5. Functional- notional and interests.
6. Multi- skill  seeks to personalize and localize language and adapt it to
7. Content-Based interests of pupils. Meaningful language is always more easily
8. Task- Based retained by learners.
9. Participatory  Seeks to use authentic resources. And that is more interesting and
motivating for children.
*Teaching language arts to young learners requires engaging,  Children acquire grammar rules as a necessity to speak so is more
interactive, and meaningful activities. proficient and efficient.

1. Communicative Language Teaching (CLT) is an approach to DISADVANTAGES

teaching and learning languages that focuses on developing  It pays insufficient attention to the context in which teaching and
students’ communicative competence,i.e.,their ability to use the learning take place.
language effectively and appropriately in various social contexts.  “if the teacher understands the student we have good
communication” but native speakers of the target language can
 COMMUNICATIVE LANGUAGE TEACHING PRINCIPLES AND have great difficulty understanding students.
APPROACH  focuses on fluency but not accuracy. The approach does not
 Focus on communication , Functional Language use ,Task-Based focus on error reduction but instead creates a situation where
activities ,Collaborative learning ,Student-centered learning learners are left using their own devices to solve their
communication problems.
 FOCUS ON COMMUNICATION – Students learn language through
real life communication, using authentic texts and engaging in 2. Language Scaffolding Scaffolding theory was first introduced in the
communicative activities. late 1950s by Jerome Bruner, a cognitive psychologist. He used the
 FUNCTIONAL LANGUAGE USE – CLT prioritizes the ability to perform term to describe young children’s oral language acquisition.
various functions, such as requesting, apologizing, or expressing Scaffolding helps children learn to speak by building on what they
opinions, rather than simply being correct grammatically. already know. Adults support them by talking in simple ways first, then
 TASK-BASED ACTIVITIES - Lessons are centered around tasks that slowly using more complex language. As the child learns, the adult
students complete, simulating real-world situations and gives less help reduce the amount of help.
encouraging interaction.
 COLLABORATIVE LEARNING – Group work and pair activities play TWO OVERARCHING TYPES OF SCAFFOLDS
an essential role in the CLT classroom, as they foster interaction Verbal Scaffolds - How information is verbally presented or explained
and negotiation of meaning between students. to the students during instruction.
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Procedural Scaffolds - Tools and resources to support the
students as they gain access to the learning. TYPES OF COOPERATIVE LEARNING
● Informal cooperative learning groups.
WALQUI’S SIX TYPES OF SCAFFOLDING FOR LANGUAGE ● Formal cooperative learning groups
LEARNERS (2006) ● Cooperative base groups

1. MODELING- Teachers demonstrate concepts using various Based on research conducted by David Johnson and Roger
strategies, providing clear examples for learners to imitate and build Johnson, cooperative learning elements include:
new skills.
2. BRIDGING- connecting new concepts to learners’ prior knowledge ● Face -to- Face Interaction- Students work closely to solve
enhances engagement, critical thinking, and understanding through problems, valuing diverse perspectives and contributions.
mental connections. ● Positive Interdependence-Success depends on mutual support,
[Link] - Introducing language in meaningful, real-life with each student helping the group progress.
contexts helps learners grasp and remember academic language. ● Individual Accountability -Every student is responsible for their
[Link] BUILDING - integrating new information with existing contributions and actions.
knowledge helps learners recognize patterns and apply their ● Group Behavior -Working as a team builds interpersonal, social,
understanding to new contexts. and collaborative skills.
[Link]- PRESENTING TEXT - Encouraging meaningful classroom ● Group Processing - Reflecting on group dynamics sharpens
interactions, like discussions and dialogues, helps learners experiment analytical and problem-solving abilities.
with language and deepen understanding.
[Link] METACOGNITION- THE COOPERTAIVE LEARNING METHOD
teaching learners to monitor their understanding and regulate their ● Pre- Implementation- Set objectives, determine group sizes,
learning process enhances long term language development. assign tasks, and clarify roles
● Implementation- Monitor group interactions, provide support,
3. COOPERATIVE LEARNING - takes place in groups of learners with and guide as needed.
mixed ability levels. In cooperative learning, the group’s success is ● Post- Implementation- Evaluate outcomes, reflect on learnings,
rewarded instead of the individual successes of its members. and summarize the project.
-The purpose is to provide structured opportunities for learners to work
together to learn both content and collaboration skills, such as 4. SITUATIONAL LANGUAGE TEACHING
communication, conflict management, leadership, and decision-  (SLT) was developed by British applied linguists Harold Palmer and
making, while also strengthening their commitment to group goals A.S. Hornby. SLT bridges the gap between grammar translation
and other group members. approaches to language teaching and Communicative
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 Language Teaching. either in spoken or written forms) and notions (i.e. the topics and
 The Oral Approach or Situational Language Teaching is based on ideas that a learner needs to handle) rather than in terms of
grammatical structures.
a structural view of language. Speech, structures, and a focus on
a set of basic vocabulary items are seen as the basis of language
KEY CONCEPTS:
teaching.
● Functions - refer to the reason we use language within a
What distinguishes the Situational Language Teaching approach is its
given situation. A function is a communication act that
emphasis on the presentation of structures in situations.
achieves a purpose such as inviting, complaining, suggesting,
complementing, offering, etc.
Situational Language Teaching is characterized by two major features ● Notions - are elements of meaning that can be conveyed
● VOCABULARY using various parts of speech, such as nouns, pronouns, verbs,
● GRAMMAR CONTROL prepositions, conjunctions, adjectives, or adverbs.
*Exponents - is the language item (the expression) used to
express a language function. A function may be expressed
Advantages: through different exponents.
● Practical for teaching grammar patterns. *Situation - The situation refers to the context where a certain
● Emphasizes oral practice, appealing to many teachers. function is used. This may affect the formality or informality of
the language used to communicate.
Disadvantages:
● Criticized for being too structural and behavioristic.
6. MULTI-SKILL APPROACH (SKILL- BASED APPROACH)
● Doesn’t explain the innate ability to create unique
-The multi skill approach involves the interweaving of teaching
sentences (Chomsky, 1957).
multiple skills like listening, speaking, and reading, writing, and
● Children don’t learn language solely through repetition
viewing, including culture and grammar.
and habit formation.

7. CONTENT- BASED INSTRUCTION -focuses on content rather than

language. However, the goal is language instruction. Simply stated,
5. NOTIONAL-FUNCTIONAL APPROACH -It is a method of
the language becomes a tool for learning new things instead of the
teaching second languages that focuses on the communicative
topic.
meanings of words and expressions rather than just grammatical
-A method of learning language through meaningful content.
structures. It was introduced by
D.A. Wilkins in 1972, as a response to the need for more effective Students have the flexibility to study different languages in the context
language teaching methods of unique subject matter.
 refers to a way of teaching that organizes language teaching in
terms of functions (i.e., purposes for which people communicate
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THREE MODELS OF CONTENT-BASED INSTRUCTION 2. Literacy is key to gaining entry to the culture of power.
● Theme-Based Model - focuses language learning around a 3. Language Education can be used to help people become
central theme (e.g., nutrition, music, dance). aware of and solve theissues in their societies and in their lives.
● Sheltered Model- teaches grade-level content to language 4. Language learning is based on content, which is taken from the
learners (commonly used with younger international students). students’ lives, experiences and critical analysis of social and
● Adjunct Model - helps higher-level students transition to a political issues.
traditional academic environment (commonly used with 5. The teacher’s goals are to empower students through language,
university-aged international students. and raise political awareness, helping them advocate for
themselves.
8. TASK -BASED APPROACH 6. The participatory approach falls under the umbrella of content
● A teaching methodology that focuses on organizing language based approach, and is considered a stronger version of
learning activities around specific tasks. Communicative Language Approach.
● These tasks are designed to resemble real-life situations that 7. In this approach, the students’ native language is valued.
learners may encounter, and they require learners to use their
language skills to accomplish specific goals.
● TBA aims to provide learners with meaningful and authentic
language practice, helping them develop communicative ------------THE METHODS OF TEACHING LANGUAGE ARTS -------------
competence.
1. The Grammar-Translation
2. The Direct Method
TWO MODELS UNDER TASK- BASED APPROACH 3. The Audiolingual Method
● PPP- Presentation, Practice and Production. 4. Total Physical Response
● TTT- Test, Teach and Test. 5. Community Language Learning
6. The Silent Way
7. Language Experience Method
9. PARTICIPATORY APPROACH -similar to content-based instruction,
however, the content emerges from the students’ answer and
participation. -This approach is the brain child of Brazilian language 1. GRAMMAR-TRANSLATION
 most popular teaching method.
educator, Paulo Freire; hence, participatory approach is also known
 It was originally used to teach 'dead' languages (and literatures)
as the Freire Approach. such as Latin and Greek, involving little or no spoken
communication or listening comprehension.
Key Ideas of the Participatory Approach
1. Language is never neutral. It is an instrument of power.
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Very little teaching is done in the target language. Instead, readings The former is to help students learn contextualized structures,
in the target language are translated directly and then discussed in vocabulary items, pronunciation, and cultural points; the latter is to
the native language. Little or no attention is given to pronunciation. enhance automaticity, fluency, and accuracy in grammatical

Key takeaway: Students learn English grammar through translation B. REPITITION

from their native language. The use of drills and patterns practice are the distinctive features of
Key takeaway: This improves reading skills and vocabulary in a new the Audio-Lingual method.
language. The students repeat an utterance aloud as soon as they have heard it.
They do this without looking at a printed text. The utterance must be
brief enough to retained by the ear. Sound is as important as form
2. THE DIRECT METHOD and order.
 A method of teaching language directly establishing a direct or EXAMPLES
immediate association between experience and expression, T : I used to know him.
between the English word, phrase or idiom and its meaning S : I used to know him.
through demonstration, dramatization without the use of the T : I used to know him years ago
mother tongue. S : I used to know him years ago when we were in school.
 Also sometimes called the Natural Method.
 Meaning conveyed through demonstration “see-hear-say” C. INFLECTION
 DINEDEMONSTRATE/ACTING OUT THE WORD One word in an utterance appears in another form when repeated.
 “See-hear-say” EXAMPLES:
 Introducing language in context through action and interaction I bought the ticket. - I bought the tickets.
He bought the candy -She bought the candy.
TECHNIQUES
Question and Answer D. SUBSTITUTION
Dictation One word in an utterance is replaced by another.
Reading ALoud EXAMPLES:
Mapping out He bought this house cheap. -He bought it cheap.
Paragraph Writing Helen left early -She left early.

E. COMPLETION
3. AUDIO-LINGUAL METHOD-
The student hears an utterance that is complete except for one word,
is a method of foreign language teaching which emphasizes the
then repeats the utterance in completed form.
teaching of listening and speaking before reading and writing.
EXAMPLES:
A. ACTIVITIES
T : I'll go my way and you go......
There are two major types of activities in ALM;
S : I’ll go my way and you go yours.
mimicry- memorization of dialogs through repetition and
T : We all have . . . own troubles.
pattern drills of grammatical structures.
S : We al1 have our own trouble
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F. TRANSFORMATION 6. THE SILENT WAY-A method of language teaching, originated in
A sentence is transformed by being made negative or interrogative or the early 1970s and introduced by Caleb Gattegno, who, an Europe
through changes in tense, mood, voice, aspect, or modality. educator.
EXAMPLES :  The method is based on the premise that teacher should be silent
He knows my address. as much as possible and the learners should be encouraged to
He doesn't know my address. produce language as much as possible.
Does he know my address?  The teacher is mostly silent to encourage student participation.
He used to know my address.  Uses color rods and charts.
If he had known my address  Focus is on discovery, creativity, and problem-solving
 Students are responsible for their own learning
 Promotes learner independence.

4. TOTAL PHYSICAL RESPONSE -

 is a language teaching method built around the coordination of 7. LANGUAGE EXPERIENCE METHOD-
speech and action; it attempts to teach language through  Language experience is a strategy to develop and reinforce
physical (motor) activity. reading and writing by using personal experiences and natural
 Teachers give command “simon says” Game language.
 The coordination of speech and action. Learners roles of listener  Based on the idea that language learning is more meaningful
and performer. when it's personal.
 Students tell a story based on their experience.
5. THE COMMUNITY LANGUAGE LEARNING-  The teacher writes the story.
 Learning advises teachers to take their students as “whole  The story is used as reading material.
person.”  Reading and writing are connected to speaking and listening.
 Whole person learning means that teachers consider not only the
students’ intellect but also their feelings.
 Teachers become “language counselors” and give no -----------CLIL AND CALL ----------------------------
threatening to students.
 Teachers are “counselors” CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)
 Students are “clients”  Based on Vygotsky’s Zone of Proximal Zone of Development
 approach where students learn a subject using a foreign
STAGE 1- REFLECTION language. For example, a science lesson may be taught in English
STAGE 2- RECORDED CONVERSATION instead of the students' native language. Both the subject and the
STAGE 3- DISCUSSION language are learned at the same time.
STAGE 4-TRANSCRIPTION
Key Concepts:
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 Scaffolding: Giving support to make learning easier. Bloom’s Writing and word processing
Taxonomy: Using tasks that involve different levels of thinking. Concordance (analyzing language patterns)
Web quests and online searching
Online publishing
How to Incorporate CLIL in Lessons:
Content: The subject matter being taught
Synchronous and asynchronous communication
Communication: Using and learning language
Cognition: Thinking and learning processes Roles of the Computer in Language Learning
Culture: Understanding global and cultural perspectives Tutor: Helps students practice language skills
Tool: Used for writing, creating presentations, and doing
research
COMPUTER ASSISTED LANGUAGE LEARNING (CALL) Medium: Allows for communication with others worldwide

 means using computers to help students learn a language. It How Computers Can Be Used in the Language Classroom
includes programs and tools that support language practice. With One Computer in Class:
According to Beatty (2003), CALL is any learning process where a  Present lessons using slides or Word documents
student uses a computer to improve their language skills.  Use the computer for class activities and discussions
 Interactive whiteboard for group participation
Types of CALL Programs and Materials
In a Computer Lab or Network Room:
CALL-Specific Software: Language learning apps, CD-ROMs,  Group activities and tasks
interactive websites, quizzes  Communication using chats or forums
Generic Software: Tools like Microsoft Word, Excel, and  Pair work or tandem learning
PowerPoint
Web-Based Learning: Online dictionaries, encyclopedias, news Self-Access Learning (Independent Learning):
sites, blogs, and web publishing  Doing drills and exercises
Computer-Mediated Communication (CMC): Online chats,  Writing and editing using word processors
social media, email, forums, and discussion boards  Searching for information
TYPES OF CALL ACTIVITIES Distance learning and online classes
 Email and chat-based learning
Multiple choice and true or false
Gap-filling or cloze tests  Building online learning communities
Matching exercises
Reordering or sequencing tasks
Crossword puzzles
Games and simulations
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