Designer Methods

Flávia C. Rodrigues
Silent Way
Silent Way
 Historical moment

The method was created by Caleb

Gattegno in 1963. It is considered by
Celce Murcia (1979) one of the more
recent methods to language teaching.
Silent Way
 Language focus

This method is focused on the

learner's production of utterances by
their own, with the teacher’s silence.
Silent Way
 Theory of language

Gattegno describes language "as a

substitute for experience, so experiences
what gives meaning to language" (Gattegno,
1972:8).
Propositional meaning is focused rather
than the communication.(Richard & Rodgers,
1986)
Grammar is taught inductively.
"Functional Vocabulary" and "Luxury
Vocabulary" are the key of the teaching
process."Luxury Vocabulary" is the
Silent Way
 Theory of learning

Gattegno relates the Second Language

(L2) Learning to the First Language (L1)
Learning. The author does not believe that
the process of acquisition is the same for
both languages.
Thus, Gattegno proposed the "artificial
approach", which is focused on the learner
themselves and their needs and commitment.
Silence, in Silent Way, is seen as
necessary for learner's concentration.
 Silent Way
 Learning activity focus

The activities in Silent Way method are designed to

promote the opportunity for the learners to produce
orally without an oral instruction by the teacher.
According to Richard & Rodges, they "are simple
linguistic tasks in which the teacher models a word,
phrase, or sentence and then elicits learner responses.
Learners then go on to create their own utterances by
putting together old and new information." (Richard
and Rodges, 1986:105)
To elicit the learner's answers, the teacher use
charts, rods and other visual aids.
 Silent Way
 Student roles

The learner is supposed to be independent,

autonomous and responsible for his own learning
and they are supposed to use their own L1
knowledge as a guide during the L2 learning. hey
are responsible for their own and their
classmates learning process.
According to Richard & Rodgers, the learner
plays several roles, such as an independent
individual, at other times a group member. A
learner also must be a teacher, a student, part of
a support system, a problem solver, and a self-
evaluator.". It is the learner who decides what
role to play and when it is appropriate.
Silent Way
 Teacher roles

The teacher role is to present an item

and using visual aids, gestures and
manipulative to present its meaning.
Then, the teacher elucidates the tasks
and shape what the students are
expected to produce. Finally, the teacher
monitors, silently, the learners'
interaction. In addition, the teachers are
responsible to design the teaching
sequences and lessons.
Community Language
Learning
Community Language
Learning
 Historical moment

The method was created by

Charles A. Curran in 1976.It is
considered by Celce Murcia (1979)
one of the more recent methods to
language teaching.
Community Language
Learning
 Language focus

The language focus is to learn the

sound system of the target language,
select the major meanings and to
create a basic grammar of the target
language.
Community Language
Learning
 Theory of language

"Language as a social-process",
which is characterized by six different
processes: the whole-person process,
the educational process, the
interpersonal process, the
developmental process, the
communicative process and the
cultural process.
Community Language
Learning
 Theory of learning

"Whole Person Learning", which is

both cognitive and affective. It is divided
in 5 stages that behave like a new
persona, from the birth to the maturation.
Social relationships are important to the
improvement and acquisition of the
second learning. Those relationships are
both between learner and teacher or
learner and learner.
Community Language
Learning
 Learning activity focus

There is no explicit linguistic and

communicative objective written in the
Community Language Learning (CLL)
literature. What was found about CLL
is a description for its use in
conversational courses.
Community Language
Learning
 Learner role

The learner behaves like a member of

a community and learns the target
language by interacting with the teacher
and other learners (other community
members). They receive instructions
from the teacher (knower), and then they
have to pay attention on what the
teacher is saying to produce their own
sentence to maintain the conversation
with the group.
Community Language
Learning
 Teacher Role

The teacher behaves like a

counselor. "The counselor's role is
respond calmly and nonjudgmentally,
in a supportive manner, and help the
client try to understand his or her
problems better by applying order and
analysis to them." (Richard &
Rodgers, 1986:122)
Total Physical Response
Total Physical Response
 Historical moment

The method was created by James

Asher in 1969. It is considered by
Celce Murcia (1979) one of the more
recent methods to language teaching
Total Physical Response
 Language focus

The focus is to teach language by

using physical activity.
The method is structuralistic and
grammar-based.
Total Physical Response
 Theory of language

Language is made by abstractions

and nonabstractions.
Language can be acquired as
wholes or chunks.
Total Physical Response
 Theory of learning

The theory of learning is divided in

three different theories:
1. There is a "bio-program" for language
learning, which define how L1 and L2 is
learnt;
2. The both sides of the brain, right and
left, have different functions on
learning;
3. Stress has great influence on learning,
once the lower the stress, the greater
the leaning.
Total Physical Response
 Learning activity focus

The first focus is to reach oral

proficiency by the beginning level.
The second is to make the learners
react physically to the commands.
Total Physical Response

 Learner role

Listener and performer(physically) of

the commands given by the teacher.

 Teacher Role

To give commands and to monitor the

interactions between the classmates.
Suggestology, Sugestopedia,
or Acelerated Learning
Suggestology, Sugestopedia,
or Acelerated Learning
 Historical moment

The method was created by Georgi

Lozanov in 1978. It is considered by
Celce Murcia (1979) one of the more
recent methods to language teaching.
Suggestology, Sugestopedia,
or Acelerated Learning
 Language focus

The language focus is the

memorization of vocabulary pairs - the
new item in the target language and
its translation in the learner's L1.
Suggestology, Sugestopedia,
or Acelerated Learning
 Theory of language

Lozanov did not articulate a theory

of language, but there is the emphasis
on memorization, home study with
recordings in the target language and
the material (which is the text read by
the teacher in the classroom).
Suggestology, Sugestopedia,
or Acelerated Learning
 Theory of learning

It is based on "suggestion" (which,

according to Lozanov, is the access to a
reserve of desired memories) and
desuggestion (a reserve of undesired
memories). It is divided in six theoretical
components: authority, infantilization, double-
planedness, intonation, rhythm and concert
pseudo-passiveness.
According to Richard & Rodgers, the
method "is built on a particular type of music
and a particular rate of presentation."
(Richard & Rodgers, 1986:147)
Suggestology, Sugestopedia,
or Acelerated Learning
 Learning activity focus

The focus is to let the learners

reach the proficiency on conversation
quickly.
Suggestology, Sugestopedia,
or Acelerated Learning
 Learner role

The use of any drug is prohibited (even

cigarettes and alcohol), because the mental
condition of the students is essential to the
learning process. The learners must act
passively during the lessons. Participation
is required such as interaction with the
classmates.
Suggestology, Sugestopedia,
or Acelerated Learning
 Teacher role

The most important role is to create

situations on which the learner can use the
"suggestion". Other teacher roles are to
show confidence in the method, dress code
and good manners, previous organization
of the class, maintain solemn attitude
towards the class, evaluate the learners
properly, stress global attitudes towards the
material and maintain modest enthusiasm.
References
 Richards, Jack C, and Theodore S.
Rodgers. Approaches and Methods in
Language Teaching. Cambridge:
Cambridge University Press, 2001.
Print.