DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib

Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U

2. Textbooks Evaluation for Selection and Analysis
Topic Outline for Implementation
I. Language Skills (Thea Navales) 3. Skills for Teachers (Jobert Famularcano)
1. Listening 1. Building Awareness and Practical Skills to
1.1. Aural Comprehension Instruction: Principles and Facilitate Cross-Cultural Communication
Practices 2. The Use of Media in Language Teaching
1.2. Skills and Strategies for Proficient Listening (Dwain Doctana)
2. Speaking (Jojie Arceo) 3. Action Research, Teacher, and Classroom Research
2.1. Teaching Oral Skills in Language Teaching
2.2. teaching Pronunciation 4. Reflective Teaching in ELT
2.3. Developing Children’s Listening and Speaking in (Mary Ann Manlapat)
ESL 5. Second Language Assessment
3. Reading (Carolyn Blazo) 6. Keeping Up to Date as an ESL or EFl Professional
3.1. Teaching Children Literacy Skills in a Second 9. Classroom Management in the Language
Language Classroom (Shiela Padios)
3.2. developing Adult Literacies 9.1 Managing the Time and Space
3.3. reading for Academic Purposes: Guidelines for 9.2 Task Management
the ESL/EFL 9.3 Class Management
Teachers Researches/Studies to Improve the 5 Macro Skills
4. Writing (Hannah Pasilan) of the Students (Wendyll Evancula)
4.1. Functional Tasks for Mastering the Mechanics of FINAL EXAMINATION
Writing and Going Just Beyond
4.2. Grammar in Writing
5. Viewing (Hannah Abalos) LANGUAGE SKILLS: LISTENING
5.1. Define the concept of visual literacy
5.2. Development of Critical Viewing Skills Topic Objectives:
5.3. Concepts of Visual Literacy into Instructional - To establish knowledge about listening
Technology Practice and/or Setting - To distinguish different listening instruction to
6. Grammar and Vocabulary (Donald Araracap) classroom
- To build skills and strategies
6.1. Teaching Grammar
- To apply these listening skills into classroom setting
6.2. Cognitive Approaches to Grammar Instruction
6.3. Vocabulary Learning and Teaching Overview
II. Teaching Methodology (Jane Millan)
1. Language Teaching Approaches - Background of Listening
2. Communicative language Teaching for the 21 st - Aural Comprehension Instruction
Century - Skills and Strategies for Proficient
MIDTERMS Listening
(Jayson Antonio) -
3. Guidelines for Language Classroom Instruction
4. English for Specific Purposes (ESP): Tailoring
Introduction
Courses to Students Needs and to the Outside World
III. Integrated Approaches (Czarinne Manila) - Listening is the most important skills
1. Content-Based and Immersion Models for Second - We spend a lot of time for listening from daily
and foreign Language Teaching routines
2. Literature as Content for ESL/EFL - Listening takes practice
- Real listening is an active process
(Debbie Amos) - It requires attention
3. Experiential and Negotiated Language Learning
4. Bilingual Approaches to Language Learning Effective Listening is all about analyzing sounds,
IV. Focus on Learner (Clarisse Giron) organizing them into recognizable
1. Language Learning Styles and Strategies
2. Teaching Adults patterns, and interpreting the message by analyzing
V. Skills for Teachers (Allan Gonzales) the meaning of a context. Listening comes first
1. Planning Lessons before the speaking, reading, and writing. According
Teaching English as second language | 3:00 PM – 6:00 PM
DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
to Elhmhurst College Learning Center, listening and
hearing are not the same. Listening is a process that
needs to be successful by providing evaluation, while
hearing is just a raw activity of inactive process.

OBJECTIVE OF LISTENING
- To learn
- To increase one’s understanding
- To advise or counsel
- To relive one’s boredom

AURAL COMPREHENSION
(Joan Morley, 2001)
Overview
- Traces the changing patterns of second language
listening instruction
- Generic model and psycho-social dimensions of
listening

Introduction
During the past 30 years, the theory and practice in
language learning and language teaching have
changed in some fundamental ways. There are new
heralded views on the importance of themes in the
Second Language.

1. Individual learners and individuality of learning.

2. Listening and reading as non-passive and very
complex receptive processes

3. Listening comprehension’s being recognized as a

fundamental skill
4. Real language used for real communication as a
viable classroom model.

Teaching English as second language | 3:00 PM – 6:00 PM

DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
Emphasis on having students analyze and evaluate
Principles of Teaching Listening the language that they or others produce.
AUDIO MEDIA
Expose students to different ways of processing Emphasize fluency and meaning negotiation rather
information; bottom-up vs. top-down. than accuracy.
Bottom-Up Practice with fluency and attention to accuracy can
-the listener playing close attention to every detail of be accomplished at the same time.
the language input. Bottom-up means understanding
the ‘heard’ language which form sounds to words and
further to lexical relationships. TEACHING PRONUNCIATION
Top-Down • Does pronunciation need to be deliberately
-the listeners put prior information and global taught?
expectations about the language. It is use by the • What does teaching pronunciation involve?
listener to make predictions. • Spelling and pronunciation, are they taught
Expose students to listening to different types of together?
texts. • Why do you think learners make pronunciation
errors?
Skills And Strategies for Proficient Listening
Types of Classroom Listening Performances

1. Reactive – listening to the surface structure

2. Intensive – focusing only on important
components or intonations
3. Responsive – processing the teacher talk
4. Selective – listening for certain information
5. Extensive – develop a global understanding of
the spoken language
6. Interactive – where the use of debates,
conversations, role-play were given attention.

SPEAKING

TEACHING ORAL SKILLS

• Who are the students?
• What do they expect to learn?
• What am I expected to teach?
ACTIVITIES
• Discussions
• Speeches
• Role Plays
• Conversations
• Audio Media
DISCUSSIONS
Students are introduced to a topic via reading,
listening, passage, or a video and are asked to get into
pairs or groups to discuss a related topic in order to
come up with a solution, a response or the like.
SPEECHES
Topics for speeches will vary depending on the level
of then student and the focus of the class.
The teacher can provide the structure for the speech.
ROLE PLAY
Suitable for practicing the socio-cultural variations
on speech acts.
CONVERSATIONS
Teaching English as second language | 3:00 PM – 6:00 PM
DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U

DEVELOPING CHILDREN’S LISTENING AND

SPEAKING IN ESL

Teaching English as second language | 3:00 PM – 6:00 PM

DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
spaces) and we use our brain to convert them into
words, sentences and paragraphs that communicate
something to us.

Reading is the cognitive process of

interpreting written or printed text in order to
understand its meaning. It is also a fundamental skills
that enables individual to access knowledge,
communicate and engage with a wide range of
written materials including books, newspapers,
magazines, websites, and more

Teaching Children Literacy skills in Second

Language
1. Start early- Begin exposing children to the
second language as early as possible.
Young children have a remarkable capacity
to absorb languages.
2. Bilingual books- Use bilingual books that
feature both the second

language and children’s native language.

This can help bridge the gap and make
learning more accessible
3. Read aloud- read to the child in both
languages. This not only helps with
language skills but also fosters a love for
reading
4. Interactive learning- Incorporate with
interactive methods like games, songs,
storytelling, to make language acquisition
fun and engaging
5. Consistency- Be consistent in using second
language at home. Consistency is the key to
language development
6. Cultural connection- Explore the culture
associated with the second language.
Learning about the culture can make
language learning more meaningful
7. Language classes- Consider enrolling the
child in language classes or immersion
READING programs if available in your area
 Teaching Children Literacy Skills in a second 8. Patience and encouragement- Be patience
Language with the child progress and offer plenty of
 Developing adult Literacies encouragement. Learning a second
 Reading for Academic Purposes: Guidelines for language is a gradual process
the ESL/EFL Teacher 9. Peer Interaction- If possible, arrange for the
child to interact with the peers who also
Reading speaks the second language. This can
"Reading" is the process of looking at a Reinforce language skills
series of written symbols and getting meaning from 10. Use technology- Educational apps and
them. When we read, we use our eyes to receive online resources designed for language
written symbols (letters, punctuation marks and

Teaching English as second language | 3:00 PM – 6:00 PM

DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
learning can supplement traditional
teaching methods. 15. Family Involvement- Encourage family
members to get involve and support the
Developing adult Literacy learners literacy journey
1. Assessment- start by assessing individual’s
current literacy level. This help to identify Reading for academic purposes: Guidelines for
specific areas that need improvement the ESL/EFL teacher
2. Individualized Learning Plans- Create 1. Assess Prior Knowledge- Before
personalized learning plans introducing a new topic assess student’s
prior knowledge. This helps activate
existing schema and makes it easier for
3. based on the learner’s goals and needs. them to understand new material
4. Adult educational programs- encourage the 2. Set clear objective- Clearly communicate
participation in adult education programs, the learning objectives for each reading
which often offer courses in reading, assignment. Make sure students understand
writing, numeracy, and digital literacy. what they should be looking for and why
5. One-on-one Tutoring- Provide one-on-one 3. Select appropriate text- Choose text that
tutoring or small group session to give align with the students’ language
learners individualized attention and proficiency level and academic goals.
support Gradually increase the complexity of text
6. Digital literacy- Digital literacy is essential. as their skills improve
Teach adult how to use computers and the 4. Pre-reading- Engage students in pre-
internet, as well as how to navigate online reading activities like brainstorming,
resources predicting content, and discussing key
7. Real-life application- Connect literacy vocabulary. This helps build anticipation
skills to real-life situations, such as reading and context
as bills, filling out forms, or writing 5. Teach reading strategies- Introduce and
resume. Practical application reinforces teach a variety of reading strategies such as
learning skimming, scanning, summarizing, and
8. Reading material- offer a variety of reading annotating. These strategies help students
materials that match the learner’s interests navigate complex text
and reading level including newspapers, 6. Vocabulary development-emphasize
magazines, and books vocabulary acquisition. Encourage students
9. Writing practice- encourage regular writing to keep vocabulary journals and practice
exercises, including journaling, email using new words in a context.
correspondence, or creative writing 7. Note-taking skills- Teach effective note-
10. Vocabulary building- Focus on expanding taking techniques, as this is crucial for
vocabulary through reading, word games, academic success. Emphasize summarizing
and vocabulary-building exercises main ideas, supporting details, and personal
11. Peer support- Create a supportive learning responses
environment where adults can interact with 8. Critical thinking-Encourage critical
peers who are also improving their literacy thinking by asking open-ended questions
skills and promoting discussion,
12. Set realistic goals- Help learners achievable
goals, and celebrate their progress along 9. analyzing and evaluating text content to
way deepen the understanding
13. Continuously Assessment- Continuously 10. Reading aloud- the student will read aloud,
assess and adjust the learning plan as the both individually and in groups. This can
individual’s skills improve improve pronunciation and comprehension
14. Community resources- Utilize local 11. Peer review- Incorporate peer review where
libraries, community centers, and literacy the students can discuss and critique each
organizations that may offer additional other understanding and interpretations of
resources and support text

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DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
12. Provide feedback-Offer constructive IDEAS – many writers choose the same topics to
feedback on reading assignments and write about – but each writer has his/her own ideas
assessments. Point out areas for about each topic. Your ideas are what will make your
improvement and suggest specific writing different from the writing of others.
strategies
13. Use diverse text- include a variety of text ORGANIZATION – If writing is to be effective, it
types, such as academic articles, research must understandable. Organize your writing so that
papers, essays, and case studies. These readers can follow its internal structure. Give
exposes students different writing styles information in the right amount and in the right order.
and format
VOICE – as a writer, too, you have a distinctive
14. Encourage independent reading-
voice. Learn to develop your writing voice. Let your
recommend additional reading materials
personality show in the way you express yourself,
related to the student’s interest and
while observing the conventions of written English.
academic field. Independent reading can
boost motivation and proficiency WORD CHOICE – as a writer, help your readers
15. Time management- teach time management understand exactly what you mean by using the most
skills for reading assignments. Help precise word for your purpose. Consider the
students break down longer texts into connotations, or associations, of words as well as
manageable sections and set reading their denotations or dictionary menaings.
schedules
16. Assessment-Use mix of assessment SENTENCE FLUENCY – good writing contains
methods, including quizzes, essays, variety of sentence patterns and lengths. Sentence
presentations and discussion to evaluate variety creates a flow that sounds smooth and
comprehension and application of reading polished.
skills
17. Foster a growth Mindset- encourage a
growth mindset by emphasizing the
improvement takes time and effort.
Mistakes is a part or learning process.

CONVENTIONS – when people share a language,

certain rules or conventions make it possible for
everyone to communicate effectively. When you
write, follow the conventions for English – the rules
of grammar, usage, and mechanics.

STAGES IN THE WRITING PROCESS

Functional Tasks for mastering the mechanics of Writing is a process because when one writes, the
writing and going just beyond GRAMMAR IN ideas go through a series of changes or stages before
WRITING the written text is finalized.

“If we think of writing, we reflect on our own 1. Pre-writing – writers determine the
learning of words—how to put letters together to purpose for writing
form them. Then, we would string those words 2. Drafting – in this stage, the first stage noes
into sentences and then paragraphs. In this way, and sentences are turned into paragraphs
one certainly would not argue against the concept such as Introduction, Body and Conclusion
of writing as a skill to be learned and improved 3. Revising – is going through the paper to
upon” see how well the issue of purpose,
-J.D. Isip (2017) audience, and genre have been addressed. It
is also checking if there are ways of
What are the qualities of good writing? improving the style, word choice, figurative
language, sentence variety, subtlety of
Writing is the one of the most important tools for
meaning.
achieving better communication.

Teaching English as second language | 3:00 PM – 6:00 PM

DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
4. Editing – is the process of checking the not—these are called as analytical elements.
accuracy of facts and correcting errors in (Analytical elements of a Film, Visual, Art,
spelling, grammar, usage and mechanics Design)
(spelling, punctuation, capitalization)
5. Publishing – producing the final copy of a STEP 2. View or experience the assigned subject
piece of writing.
 Once your know the writing requirements and
MOST COMMON WRITTEN OUTPUT TO the components of the work to be evaluated, you
MASTER THE MECHANICS OF WRITING are ready to view, listen to or experience it.

AND GOING BEYOND
 Critique  Sometimes you have to get through the work or
 Reaction Paper experience more than once in order to get a good
idea of the work’s intention or content.
 Concept Paper
 Keep a notepad for note-taking or browse
 Position Paper pictures and videos to get ideas. Get information
 Research Paper sheets that usually contains useful background
information.
Critical Writing is a product of critical thinking and  After viewing the work, take time to process and
reading. It is our judgement (of an idea, action, answer some necessary opinions e.g. How to I
decision, or piece of work) presented in a written feel about the work as a whole?
form.
STEP 3 and 4. DRAFT AND EDIT THE PAPER.

 After outlining, start drafting your paper.

1. CRITIQUE – are papers that assess or evaluate
Drafting is your initial attempt at writing, so it is
the merits of a piece of work. Critique, according to
expected to have a lot of room for improvement.
Swales and Feak (2012, p. 228) is French for “critical
 After drafting, take time to edit and revise your
assessment”, which can mean a positive or negative work. Grammar, mechanics and format are
judgement on the work, or a combination both. Thus, significant concerns, but so is accuracy of the
a critique judges an assigned subject objectively, factual details.
using criteria. Common examples of critiques are
film and book reviews. CONTENT AND STRUCTURE OF A CRITIQUE
AND REACTION PAPER
2. REACTION PAPER – are papers that present a
writer’s evaluation of the work, as well as his or her In order to evaluate papers like critiques or reaction
experiences and feelings in relation to the work being papers, you have to go through the following steps:
evaluated. Thus, the reaction paper is like the critique
but is more subjective, as it allows the student to talk a. INTRODUCTION
about how a particular work affected him or her. Summary of the work being evaluated, background
information and the reviewer’s overall judgement.
In order to evaluate papers like critique or reaction This serves as the thesis of the critique/reaction
papers you have to go through the following steps: paper.

STEP 1. Knowing the details of the writing b. BODY

assignment Supporting opinions to the overall judgement,
support to these opinions: details about the work
 Know the details of the subject by means of being evaluated.
doing research on the background of the study.
(Who? What? When? Where and Why?) c. CONCLUSIONS
 Know the analytical elements of the subject. A restatement (using different wording) of the overall
When we evaluate or criticize a piece of work, judgement, some final thoughts of the critic such as
it’s not enough to merely say that it’s good or suggested actions or thoughts on the significance or
practical use of the work.
bad. We must explain what makes it good or
bad. You have to identify the different
3. CONCEPT PAPER – it is an in-depth analysis of
components of the work that we find effective or idea, situation or practice. It can be on anything that
Teaching English as second language | 3:00 PM – 6:00 PM
DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
you find significant: it can be feeling (What is self- GENUS ET DIFFERENTIA – in Science, this
esteem?), a cultural approach is when a concept is defined by giving the
class to which the term belongs and then proceeding
to a discussion of the characteristics that make the
practice (What is filipino time?), a belief (what is term different from other related terms.
transmigration), a situation (what is same-sex
marriage). 4. POSITION PAPER – it is also called an
argumentative paper or manifesto. It is an essay that
It examines the whatness or nature of something. presents a person’s or group’s position or stand on a
particular issue. Its goal is to convince the reader of
THE CONCEPT PAPER AS EXTENDED
the acceptability of the write’s position and it does
DEFINITION by:
To ensure that your reader understands the concept
 Presenting rational support to a writer’s position
that your are defining, a combination of several
through the use of evidence.
rhetorical strategies is used to extend a definition.
 Presenting counter-evidence to or flaws in the
a. comparison and contrast – this is advisable when arguments of the opposing position.
the term is not too familiar or popular with the  Using emotional appeals.
audience. What you can do is compare and contrast it
Position papers are used in any kind of situation in
with something more popular or familiar to your
which there is a significant issue that needs to be
audience.
addressed.
b. giving details – through description is another
A requirement in school: for example, cause-oriented
strategy: you can physically describe something by
groups regularly publish position papers to express
giving its dimensions (shape, size, color. texture),
their advocacies.
parts and functions.
It also helps others o become more aware of certain
c. giving historical background – may also
problems in society and possibly become more
enlighten the audience about the meaning of a
involved in finding solutions to it.
concept. This strategy is particularly useful when a
concept’s definition has gone through changes in PARTS OF A POSITION PAPER
time.
According to McWhorter (2001) a position paper
d. analysis – to extend a definition can be done by contains the following elements:
discussing the idea’s components and/or implications.
Implications are the far-reaching consequences of a 1. ISSUE – it is an idea or question over which
concept. people are divided; it is also called a controversy. The
means people have different points of view on the
In terms of style, the definition may be formal, mater. Some ideas are not debatable – people have
informal, technical or popular. the same view about it.

a. FORMAL – it is often what is required in 2. THESIS – your thesis is also called the claim. It is
the academe. It uses reserch-based a statement that expresses your stand or position or
information. position on an issue. This express how you feel about
b. INFORMAL – may be jus based on a an issue: are you in favor
person’s personal view.
c. TECHNICAL DEFINITION – makes use
of technical language or specialized of or against it? Is your position somewhere in
vocabulary in the field. between?
d. POPULAR DEFINITION – makes use of
layman’s language and is thus easy to 3. REASON – a position paper seeks to persuade
understand. readers to have the same position on an issue as the
writer does. Thus, it’s important for the writer to state
the reasons in order to explain to the reader why his

Teaching English as second language | 3:00 PM – 6:00 PM

DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
or her position is logical, acceptable, and believable.  Conclude by summarizing your arguments and
Another term for reasons is arguments. reiterating your position

4. SUPPORT – it refers to evidence or ideas to INTRODUCTION BODY Summarizing,

substantiate the reasons. Supports may be classified Issue Reasons/Arguments reiterating position
Thesis/Claim/Position Support (Facts,
into the following types: Comparisons, Opposing
Examples, Opinons) viewpoints or
counterarguments
Facts – figures and the writer’s own observation or Logical Appeals or
reports from scholarly studies emotional appeals

Comparisons – similarities and differentiation EMOTIONAL APPEALS: THE USE OF

between two ideas concepts or situations. Ex: real life EMOTIONAL TRIGGERS TO MOVE PEOPLE
demonstrations of an idea
Emotional Appeals – this is the use of the audience’s
Opinions – the author’s feelings or generalization feelings for the subject of the paper – such as anger,
pity and aversion – in order to persuade.
5. OPPOSING VIEWPOINTS OR
COUNTERARGUMENTS – opposing viewpoints Emotional appeals come in different forms.
also known as counterarguments give the arguments McWhorter (2001) identifies the following common
opposing your stand. Your goal is presenting these is types:
to refute or discredit them, so that any opposition in
the reader’s mind is dealt with. You refute by 1. Bandwagon or join-the-crowd appeal – the writer
showing weaknesses in the counterargument. uses people’s tendency to conform with the majority,
pointing out that his or her position enjoys support
WRITING A POSITION PAPER from many people.
Writing a position paper can be quite easy if you 2. Appeal to common folk – the persuasion is done
focus on one step at a time. The following are the by pointing out that a person is no different from
steps in writing a position paper. ordinary people or that a prodyc or idea is something
STEP 1. Choosing an issue for a topic that ordinary people would purchase or support.
 Is there a particular problem in you community
that you feel strongly about?
 Are you a member of a cause-oriented group?

STEP 2. Collect information on the issue 3. False Authority – a type of false reasoning in
which a person speaks as expert on something on
 Once you’ve chosen an issue to work on, the
which he/she has no expertise.
next step is to gather information on
4. Name Calling or ad hominem – name calling uses
 labels with negative meaning to cast one’s opponent
in a bad light, as when a politician calls his/her
the issue. This can help you decide on your opponent idiots.
position or claim.
 What is important is that you get information on 5. Association – this is done by creating a link
both sides of the issue. Gather information that between one thing or an idea and another one that
will give you a strong understanding of the people have a positive or negative feeling for.
issue, such as answers to basic reporter
questions (who, what, when, where, why). LOGICAL APPEALS: THE USE OF EVIDENCE
AND LOGICAL REASONING
 Your position may be supported through two
major types of appeals: emotional and logical
appeals

STEP 3. Organize the content

 Introduce the issue being debated
 Present the opposing viewpoint

Teaching English as second language | 3:00 PM – 6:00 PM

DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
- Writing a complex skill
- Writing and literacy
- Writing in school
A. Building Background Knowledge
B. The Writing Process – Establishing curriculum
principle
C. The Writing Class – syllabus design
D. Techniques for getting started
E. Using readings in writing class
F. Writing assignments
G. Responding
H. Goal Setting
I. Shaping Feedback
J. Forms of Feedback

What is writing?
Theoretical perspective

PRODUCTIVE RECEPTIVE
Speaking Listening
Writing Reading

Writing in the subject curriculum?

ORAL COMM WRITTEN COMM

Speaking Writing
Listening Reading

WRITING for Academic Purposes: Guidelines for

the ESL/EFL
Teachers

Of all the skills, writing is the one that teachers and

learners seem most reluctant to focus on because it
requires them to make special efforts. As a result, it
sometimes tends to be neglected. (Harmer, 2015; p.
360)

TOPICS:
Introduction
- Writing in theoretical perspective
- Writing in the subject curriculum
Teaching English as second language | 3:00 PM – 6:00 PM
DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U

Teaching English as second language | 3:00 PM – 6:00 PM

DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U

D. Techniques for getting started

1. Bainstorm
2. Listing
3. Clustering
4. Freewriting

Teaching English as second language | 3:00 PM – 6:00 PM

DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U

Teaching English as second language | 3:00 PM – 6:00 PM

DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U

Teaching English as second language | 3:00 PM – 6:00 PM

DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
Visual literacy is the ability to read, write and create
visual images. It is a concept that relates to art and
design but it also has much wider applications. Visual
literacy is about language, communication and
interaction. Visual media is a linguistic tool with
which we communicate, exchange ideas and navigate
our complex world.

Teacher planning, as a critical component of the

pedagogical reasoning of teachers has been denoted
in the research base in one of two ways: (1) the set of
psychological processes in which a person visualizes
the future, inventories means and ends, and
constructs a framework to guide his or her action or
(2) the “things that teachers do when they say that
they are planning” (Clark & Peterson, 1986, p. 260).

“Visual Literacy refers to a group of vision-

competencies a human being can develop by seeing
and at the same time having and integrating other
sensory experiences. The development of these
competencies is fundamental to normal human
learning. When developed, they enable a visually
literate person to discriminate and interpret the
visible actions, objects, symbols, natural or man-
made, that he encounters in his environment.
Through the creative use of these competencies, he is
able to communicate with others. Through the
appreciative use of these competencies, he

is able to comprehend and enjoy the masterworks of

Viewing visual communication.” – John Debes, 1969
5.1. Define the concept of visual literacy
5.2. Development of Critical Viewing Skills
5.3. Concepts of Visual Literacy into Instructional
Technology Practice and/or Setting

Viewing enhances listening skills when student

attend in nonverbal communication and visual
elements of performance, video, television, film, and
multimedia presentations.
● Enhances reading of students when students
attend to visual accompanying print
Examples; Charts, Diagrams, and Illustrations Visual literacy is, by nature, an organic concept that
● Specific textual techniques requires us to continually define and re-define its
Examples; Layout, Colors, and Symbols meaning as our world changes. Digital technology
● And the assumptions, perspectives, and a quality has greatly impacted our understanding of visual
of a variety of media literacy as we now see children growing up with
Examples; Photos, plays, and videos tablets and computers and what appears to be highly
developed visual literacy instincts.
What is visual literacy?

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DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
DEVELOPMENT OF CRITICAL VIEWING ● Select various picture book
SKILLS ● Through guided discussion, talk about the
Critical viewing authors, or illustrator style, art, work, and
other interesting details.
● Just as in reading, speaking, and writing,
viewing entails giving attention the facts, VIDEOS, FILMS, TELEVISIONS, CD-RMS,
relationships, inferences, to critical analysis AND INTERNET

● Viewer carefully to comprehend and DRAMA AND PUPPET PLAYS

evaluate information presented by
television, video recordings, and other • To helps the students to analyze the visual texts that
visual media. students experience outside the classroom.

Seeing - Thinking Activities [STAs] • Helps students develop lifelong critical thinking and
viewing skills.
 Most teachers are familiar with Directed
Reading Thinking Activities – DR-TAs • Use to extends the students vocabulary and
experiences.
 STAs are the same sort of activity only
using visuals for “READING”.

 STAs strengthen visual literacy skills and

making predictions from available
information.

There are 4 types of STAs

 Simple

 Single-frame EXPRESSIVE ACTIVITIES

 Alternative reading  Creative writing based on the particular visual

input. This could include a re-telling of a story,
 Multiple-frame writing a story inspired by the image, a diary
entry of the character pictured, a setting or
Simple Seeing Thinking Activities
character description, writing the next episode or
Reveals bits of information as guesses are made.
an alternative ending.
Simple-frame Seeing Thinking Activity
What happened before this picture was taken?  Creating their own concept maps or knowledge
How do you think she got out? organiser of current topics across the
Alternative-ending Seeing Thinking Activities curriculum.
Show two frames with an eminent event. Discuss
how you think the event will turn out. Alternative-  Creating visuals from written stimuli. For
ending Seeing Thinking Activities example, reading a character description and
Do you think it has the good ending? sketching the character.
Suppose he was not happy eating the bread?
 Creating a multimedia presentation in any
Multiple-frame Seeing Thinking Activities
subject for a relevant topic.
What is happening?
What do you think will happen next?

ACTIVITIES TO STRENGTHEN CRITICAL

VIEWING SKILLS

PICTURE BOOKS

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DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
TEACHING GRAMMAR

“Grammaring and not Grammar”

- teachers job is to have students be able to

use grammatical structures accurately, meaningfully,
and appropriately

THE LEARNING PROCESS

1. Learners do not learn structures one at a

time.

Even when learners appear to have MEANING

mastered a particular structure, it is not -semantic dimension
uncommon to find backsliding . Some Activities:
1. Direction giving task
2. Second Language learners rely on the
2. Response Sequence
knowledge and experience they have
USE
3. Different learning processes are responsible -context
for different aspects of language Some Activities:
1. Role plays
THE TEACHING PROCESS 2. Dialogues
RELATED PEDAGIGICAL ISSUES
- teaching grammar means enabling language 1. Sequencing
students to use linguistic forms accurately, - grammatical checklist rather than
meaningfully, and appropriately grammatical sequence
2. Inductive vs Deductive Presentation
PPP Structural Syllabus

-Presentation, Practice, Production 3. Patterns and Reasons, NOT Rules

Nowadays, communication comes first.
COGNITIVE APPROACHES TO GRAMMAR
-teachers respond to grammar errors that students INSTRUCTION
commit when engaged in communication
Cognitive Approach
One good way is recasting or reformulating what has -focuses on how human mind processes
said or written incorrectly. languages and acquire grammatical knowledge

Relationship Between Language & Thought

FOUR MAIN VIEWS
1. Sapir-Whorf Hypothesis
-both language and thought are determined by culture
Teaching English as second language | 3:00 PM – 6:00 PM
DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
2. Piaget
-cognitive development occurs in defined stages and
precedes language
3. Chomsky (1957) & Pinker (1994)
-language is innate
4. Vygotsky (1934)
-thoughts and language are deeply interconnected
within a cultural and social context

THREE COMPONENTS OF A COGNITIVE

MODEL OF SECOND/FOREIGN LANGUAGE
LEARNING
1. Input
-the way learners receive and perceive the language
input

2. Information Processing
-mind’s construction of meaning
3. Output
-produce language (spoken/written) 2. Word Families

VOCABULARY LEARNING AND TEACHING

HISTORICAL OVERVIEW
-vocabulary was neglected because it could take care
of itself
-grammar should be starting point of language
learning
-late 1980s to early 1990s-vocabulary studies started
development
3. Games
IMPLICIT AND EXPLICIT LEARNING AND - scrabble, word BINGO
TEACHING
-two different approaches to acquiring and instructing IMPLICIT LEARNING
new words and their meaning -incidental vocabulary learning
Vocabulary Learning Strategies:
EXPLICIT LEARNING 1. Guessing Meaning from Context
-direct and conscious instruction of words and their 2. Vocabulary Notebook/Journal
meaning
-many researchers now advocate that learners should COLLOCATION
initially be taught at least 2,000 high frequency words -combination of words that frequently appear
Meara (1995) concludes that a vocabulary of 500 together
words is relatively useless, while 2,000 words goes a -understand how words are used in contexts
long way towards achieving a realistic level of
lexical comptence. 1. Grammatical Collocation
-combinations based on the typical grammatical
Teaching Techniques and Activities: structure
1. Semantic Mapping e.g.
-relationship of words, concepts, ideas verb + noun adverb + adjective
I made a mistake. very happy
preposition + noun
on the table

2. Lexical Collocation
-naturally co-occur/complementary

Teaching English as second language | 3:00 PM – 6:00 PM

DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
-paired together
adjective + preposition verb + preposition
aware of dream of

IDIOMS
-phrase/expression that has figurative/non-literal
meaning
e.g.
a piece of cake
break a leg
bite the bullet
cost an arm and a leg
cry over a spilt milk

COMMUNICATIVE LANGUAGE TEACHING

FOR THE 21ST CENTURY

I. INTRODUCTION
 Over the past two decades "communicative
language teaching" (CLT) has become a real
buzzword in language teaching methodology,
but the extent to which the term covers a well-
defined and uniform method is highly
questionable.

 In fact, since the genesis of CLT in the early

1970s in the UK and the United States, its
proponents have developed a very wide range of
variants that were only loosely related to each
other.

II. WHAT IS COMMUNICATIVE LANGUAGE

TEACHING?
 Communicative language teaching first
appeared in the 1970s to promote the teaching of
active and meaningful communicative skills
communicative competence "through learner
participation in communicative events"
(Savignon, 1990, p. 210).

 Activities promote real communication, that is

engage learners in the authentic, functional use
of language.

 Classroom communicative situations should

resemble real-life communication as much as
possible.

 Fluency is more important than accuracy.

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DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
 Typical communicative activities: role-plays,  Explicit learning: The learner's conscious
discussions, problem-solving tasks, simulations, and deliberate attempt to master some
projects and games. material or solve a

III. WHAT IS THE PROBLEM WITH

COMMUNICATIVE LANGUAGE TEACHING? problem. This is the learning type
 The communicative reform was centred emphasised by most school instruction.
around the radical renewal of the linguistic
course content- i.e. communicative  Implicit learning: Acquiring skills and
competence knowledge without conscious awareness,
that is, automatically and with no conscious
attempt to learn them.

without any systematic psychological  Dilemma: While most academic learning is

conception of learning to accompany it. heavily based on explicit learning, the main
language learning model for humans- the
 Thus, communicative syllabuses were mastery of our mother tongue-
informed by a number of elaborate theories, predominantly involves implicit processes
e.g.: without any explicit teaching: children
acquire the complex system of their LI
 Austin and Searle's speech act theory,
through engaging in natural and meaningful
 Hymes model of communicative communication with their parents and other
competence and its application to L2 caretakers. Thus, if the implicit LI
proficiency by Canale and Swain acquisition process is a universally shared
(1980; Canale, 1983), experience, isn't it the obvious conclusion
 Halliday's systemic functional that we ought to model any subsequent L2
grammar. learning enterprise after this?
In contrast, the only learning-specific  Problem: Implicit learning, which does
principle that was available for CLT practitioners was such a great job in generating native-
the broad tenet of learning through doing, referring speaking L1 proficiency in infants, does not
to the assumption that the learners' communicative seem to work efficiently when we want to
competence develops automatically through their master an L2 at a later stage in our lives. In
active participation in 'seeking situational meaning, consequence, the ineffectiveness of implicit
that is, their engaging in meaningful communicative learning mechanisms makes it necessary
tasks. for us to draw on the additional resources
of various explicit learning procedures.
 Thus, it is fair to conclude that CLT did not
properly address the psychology of learning.  Conclusion: The real challenge of modern
language instruction is find ways to
 Partly because of the vagueness of the seeking
maximize the cooperation of explicit and
situational meaning tenet, the varieties of CLT
implicit learning.
practised around the world are rather diverse and
are often contradictory to each other (e.g. with  In my view, three key issues lie at the heart
respect to teaching grammar). -"There is no of the most forward-pointing discussions
single text or authority on it, nor any single about the explicit-implicit cooperation in
model that is universally accepted as the literature: (a) focus on form and form-
authoritative" (Richards & Rodgers, 2001, p. focused
155).

IV. TOWARDS A PSYCHOLOGICALLY VALID

PRINCIPLED COMMUNICATIVE APPROACH
Key dilemma in language teaching: Explicit instruction: (b) fluency and automatization;
versus implicit learning and (c) formulaic language.

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DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
Focus on form (FonF) and form-focused instruction well-known methodological progression of
(FFI) presentation-practice-production (PPP).

 FonF and FFI indicate a concern with the • The three phases of skill learning (for more
structural system of language from a details, see Anderson, 2000; Dekeyser, 2007).:
communicative perspective. In other words, they
represent a halfway position between a concern • The essence of the declarative input stage is to
for communicative meaning and the linguistic provide clear and concise rules and sufficient
features of the language code, calling for a examples, which then the learner can interpret
primarily meaning-focused instruction in which and rehearse, thereby raising awareness of and
some degree of attention is paid to form. internalising the skill.

 Thus FonF/FFI refer to a new type of grammar • Controlled practice should offer opportunities
instruction embedded within a communicative for abundant repetition within a narrow context,
approach. According to Rod Ellis (2008), the which is what drills are all about. Therefore, the
main types include: key to the effectiveness of this stage is to design
interesting drills that are not demotivating (see
• Input-based options (eg. input Dörnyei, 2001; Dömyci & Ushioda, 2011).
flooding)
Finally, open-ended practice involves the continuous
• Explicit options (e.g. inductive improvement in the performance of a skill that is
instruction) already well established in a wider and wider
applicability range.
• Production options (eg. inducing
learners to produce utterances Formulaic language
containing the target structure) • There is something fundamental about formulaic
• Corrective feedback (e.g. recasts or language such as lexical phrases, idioms,
explicit correction) conventionalized expressions, collocations, etc.
(for overviews, see Schmitt, 2004; Wray, 2008):
Fluency and automatization
• "communicative competence is not a matter of
• In the psychological literature fluency is knowing rules... It is much more a matter of
discussed under the broader concept of knowing a stock of partially pre-assembled
"automaticity/ automatization, and the patterns, formulaic frameworks." (Widdowson,
promotion of fluency is usually subsumed under 1989, p. 135)
'skill learning theory. Thus, from a
psychological point of view the relevant issue to • o Sinclair's 'idiom principle": "The
explore is how L2 skills can be automatized, overwhelming nature of this evidence leads us to
elevate the principle of idiom from being a
rather minor feature, compared with grammar, to
being at least as important as grammar in the
explanation of how meaning arises in text."
• Skill learning theory proposes the following (Sinclair, 1991, p. 112)
basic sequence: Automatization requires
• Formulaic language competence is directly
procedural (ie. implicit) knowledge, which in
linked to automatized, fluent language
turn requires initial declarative (i.e. explicit)
production: Formulaic sequences are stored in
input and conscious consecutive practice.
the memory as single units and therefore their
• Accordingly, a systematically designed fluency- retrieval is cognitively relatively undemanding.
building task will include an initial declarative This in turn allows the speaker to attend to other
input stage and subsequent extended practice, aspects of communication and to plan larger
which can be further divided into controlled pieces of discourse, which would naturally
practice and open-ended practice. facilitate fluent language production under real-
time conditions.
• This 'declarative input controlled practice-open-
ended practice sequence is reminiscent of the
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DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
• There has been relatively little research on how 5. The formulaic language principle: PCA should
to teach formulaic language; recently, however, include the teaching of formulaic language as a
things have started to change and some featured component. There should be sufficient
important studies have also been published on awareness raising of the significance and the
the classroom practice of promoting chunks and pervasiveness of formulaic language in real-life
formulaic sequences (e.g. Boers et al. 2006; communication, and selected phrases should be
Gatbonton and Segalowitz 2005: Taguchi 2007). practiced and recycled intensely.

• The most principled attempt over the past two

decades to develop a coherent approach for the
promotion of formulaic sequences has been 6. The language exposure principle: PCA should
made by Gatbonton and Segalowitz (1988, offer learners extensive exposure to large amounts of
2005). Their proposed methodology is called 12 input that can feed the learners' implicit learning
ACCESS, standing for Automatization in mechanisms. In order to make the most of this
Communicative Contexts of Essential Speech exposure, learners should be given some explicit
Segments, and it attempts to offer a principled preparation in terms of pre-task activities, to prime
adaptation of them for maximum intake.

7. The focused interaction principle: PCA should

offer learners ample opportunities to participate in
communicative language teaching that aims to genuine L2 interaction. For best effect, such
generate fluency by drawing on the theories of communicative practice should always have a
automatization and formulaic language. specific formal or functional focus, and should
always be associated with target phrases to practice.
V. SUMMARY: SEVEN PRINCIPLES OF THE
NEW PRINCIPLED COMMUNICATIVE Guidelines for Language Classroom Instruction

APPROACH' (PCA)
Definition of Terms
1. The personal significance principle: PCA should
be meaning-focused and personally significant. This Instruction. Any intentional effort to stimulate
has been the basic tenet of student-centered, learning by the deliberate arrangement of experiences
communicative language teaching and we believe to help learners achieve a desirable change in
that this principle is just as valid now as when it was capability (Smaldino, et al., 2015)
first formulated. Language. A purely human and non instinctive
2. The controlled practice principle: While the method of communicating ideas, emotions, and
overall aim of communicative language learning is to desires by means of a system of voluntarily produced
prepare the learners for meaningful communication, symbols (Edward Sapir)
skill learning theory suggests that PCA should also Language Presentation
include controlled practice activities to promote the
automatization of L2 skills. Meta-Planning for Lesson Objectives. The
elements of language are undertaken depending on
3. The declarative input principle: To facilitate the objectives a teacher has in mind for the lesson.
automatization, PCA should involve explicit initial They are then the result of lesson planning in the
input components that are then 'proceduralised general syllabus for the course ( see the chapters by
through practice. This declarative input can be Jensen and Nunan in this volume). Despite the
offered in many ways, including the potential considerable variation, generally, the first element of
utilisation of accelerated learning techniques and a lesson is the first component of the traditional
even rote learning. “present practice evaluate” sequence, which
constitutes many teachers’ understanding of basic
4. The focus on form principle: While maintaining lesson structure (Crookes & Chaudron, 2001)
an overall meaning-oriented approach, PCA should
also pay attention to the formal structural aspects of
the L2 that determine accuracy and appropriateness at
the linguistic, discourse and pragmatic levels.

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DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
Modalities (Materials). Teachers thus need to Functional Approach to Analysis of Rules and
remain aware that they are not in the classroom to fill Explanations ( Faerch, 1986)
up the time with the sound of their own voices, but to
arrange matters so that their students do the talking 1. Problem-formulation
(or writing, or listening). Particularly in EFL rather
2. Induction with the teacher eliciting student
than ESL situations, class time is so valuable that we
opinions
believe that the teacher should move on practice
phases of a lesson as soon as possible in a manner 3. The teacher’s Rule formulation
consistent with an adequate presentation of material
and the giving of clear instructions for some practice 4. Exemplification by the teacher or student.
exercises (Crookes & Chaudron, 2001) .
TASKS
Teaching aids fall into categories. -It is the next major step in executing
1. Nontechnical aids - chalkboard, flashcards, classroom lessons involves practice and learning of
magazine pictures, and charts. the material.

2. Technical aids - overhead projector, TV, audio, 1. Subsection of a Lesson (The Activity) –
and video recordings. Materials and Syllybi, the term “task” has
been used to discuss those less-controlled
Note: Despite the increasing research into some activities which produce realistic use of the
media, the range of classroom and cultural context SL. In fact, the widespread use of the label
TES/FL means that deciding whether or not to use task-base has in many cases simply
the AV aids is usually a matter of individual teacher replaced the older term communicative.
judgment, supported by general considerations.
Instructional Sequencing of the Lesson
Rule Presentations and Explanations. Second
language acquisition has increasingly established the 1. Information and Motivation (in which
legitimacy of focus on form while questioning the learners interests, experience, and relevant
desirability of a persistent focus on correctness at all language knowledge are aroused)
times in syllabus of course of study (Crookes &
Chaudron, 2001) . 2. Input/Control (in which learners are
involved in deepening their understanding
 Teacher’s must ensure the clarity and sufficiency by close attention to detail)
of their explanations by checking student
comprehension, preferably not merely 3. Focus/Working ( in which individual
solicitation of a “yes” or nod. linguistics and thematic difficulties can be
isolated and examined in-depth)
 Teachers must ensure the clarity and sufficiency
of their explanations by checking student
comprehension, preferably not merely 4. Transfer/Application (in which new
solicitation of a “yes” or nod. knowledge and the learner’s refined
 communicative abilities can be put to
active use.

FACILITATION
Effective facilitation of learning ensures that a
 Following the approach of Chaudron’s (1982) surface approach to learning is replaced by deeper,
description of teacher’s vocabulary elaboration. student-driven learning that analyze, develop, and
create and demonstrates understanding (Federation
 Yee and Wagner (1984) developed a discourse University, 2023)
model of teachers’ vocabulary and grammar
explanations. CLASS ORGANIZATION
The dominant view of second-language
classroom processes today favors student-centered

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DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
learning instead of the traditional teacher-dominated • Aesthetic Sense
classroom (Nunan, 1988). • Sociological Sense
• Semantic Sense
Example: pair and group work • Pragmatic Sense
QUESTION TYPES
INTEGRATED APPROACHES

Long et al. (1984) found that open referential Experiential and negotiated language learning are
questions produced more complex student responses two distinct approaches to language acquisition
that did closed referential questions, with complexity and education.
measured by number of words per student turn.

CORRECTION AND FEEDBACK Experiential Language Learning:

In any communicative exchange, speakers derive Travel and Immersion: When a person travels to a
from their listeners information on the reception and foreign country where the target language is spoken
comprehension of their message …. From the and actively engages with the locals to learn the
language teacher’s point of view, the provision of language through daily life experiences like
feedback… is a major means by which to inform shopping, ordering food, and asking for directions.
learners of the accuracy of both their formal target
language production and their other classroom • Language Exchange Partners: Two
behavior and knowledge. The use of feedback in individuals, each with a different native
repairing their utterances, and involvement in language, come together to learn each other's
repairing their interlocutors’s utterances may language through conversation and practice.
constitute the most potent source of improvement in
both target language development and other subject
matter knowledge ( Chaudron, 188, pp-132-133) They learn by sharing their experiences and
knowledge.

• Project-Based Learning: Students are given a

project to work on in the target language, such
Using Literary texts to develop Cultural awareness as creating a documentary, organizing a cultural
event, or solving a problem. This hands-on
• Aesthetic Sense approach encourages them to learn language in a
• Sociological Sense practical context.
• Semantic Sense • Internships and Work Experience: Learning a
• Pragmatic Sense language while working or interning in an
environment where the target language is
spoken. This approach immerses learners in a
real workplace, requiring them to communicate
in the language.

NEGOTIATED LANGUAGE LEARNING

• Task-Based Learning: Learners are given tasks
or projects to complete in the target language.
They must negotiate meaning, clarify
uncertainties, and work together to achieve the
task. For example, students may be asked to
plan a trip using the target language.

• Collaborative Learning: Learners work

together on language activities or assignments.
They negotiate language use, vocabulary, and
Using Literary texts to develop Cultural
awareness
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DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
meaning as they collaborate on group projects, CODE-SWITCHING
presentations, or problem-solving tasks. • Code-switching involves alternating between
• Role-Playing: Learners take on different roles in two languages within a conversation or text.
scenarios or simulations and interact in the This approach is common among bilingual
target language. In this process, they often need individuals and can be a natural way to learn and
to negotiate meaning to carry out the role maintain proficiency in both languages.
effectively. For example, in a medical context,
students might simulate a doctor-patient
interaction. Language Exchange Partners:

• Debates and Discussions: Learners engage in • Finding a language exchange partner who
debates and discussions on various topics, where speaks the language you want to learn and wants
they have to express their opinions and negotiate to learn your language can be an effective
meaning with others. This helps develop approach. For example, if you are a native
English speaker learning Spanish, you can
partner with a native Spanish speaker looking to
learn English. This way, you can practice both
• their ability to articulate thoughts and ideas in languages through conversation.
the target language.
Content and Language Integrated Learning
• Corrective Feedback: In a classroom setting,
learners are encouraged to provide and receive (CLIL):
corrective feedback from peers and the  CLIL is an educational approach that involves
instructor. They negotiate language errors and teaching content (e.g., science or history) in a
corrections, helping each other improve second language. For example, students might
language skills. learn about biology in Spanish, even if Spanish
is not their native language. This approach
• In both experiential and negotiated language
combines language learning with subject matter
learning, the emphasis is on active, meaningful,
learning.
and contextual use of language. Learners acquire
language skills by using the language for real Bilingual Books and Media:
purposes and by negotiating meaning in various
communicative situations. These approaches  Reading bilingual books or watching bilingual
promote more natural and effective language movies and TV shows can be an enjoyable way
acquisition. to improve language skills. This approach
allows you to compare and contrast the two
Bilingual language learning approaches languages and expand your vocabulary and
comprehension.
• Bilingual language learning approaches involve
learning and using two languages Bilingual Apps and Online Resources:
simultaneously. These approaches can be
particularly effective for individuals looking to • There are numerous language learning apps and
become proficient in both languages. Here are websites that cater to bilingual language
some examples of bilingual language learning learners. These platforms offer interactive
approaches: lessons, exercises, and quizzes in multiple
languages, making it easier to learn both
Dual Language Programs (DLPs): languages simultaneously.
• These programs are often used in schools and Simultaneous Language Exposure in the Home:
aim to provide instruction in two languages, • In households with bilingual parents or
with a focus on academic and language caregivers, children may naturally learn two
development. For example, students might languages simultaneously. Parents can speak one
receive instruction in both English and Spanish language, while the other caregiver speaks a
throughout their school day, with the goal of different
becoming proficient in both languages.

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DWAIN OCAMPO DOCTANA, LPT PRMSU Graduate School – Ib
Master of Arts in Education – English Dr. Lilian Bonifacio Flauta U
language. This approach allows children to
become bilingual from a young age.

LANGUAGE IMMERSION PROGRAMS

• Language immersion programs involve living in
a country where the target language is spoken.
For example, if you want to learn French and
English, you might spend a few months in a
French-speaking region, fully immersing
yourself in the language and culture.

ONLINE TANDEM LEARNING

• Online platforms connect language learners who
want to practice speaking and writing in each
other's languages. This approach allows for
regular interaction and learning from native
speakers of both languages.

SELF-STUDY WITH BILINGUAL MATERIALS

 Individuals can choose to self-study with
bilingual textbooks, workbooks, and other
materials. This approach provides flexibility in
the learning process.
 Bilingual language learning approaches can vary
depending on individual preferences and goals.
Some learners may prefer a structured classroom
environment, while others may opt for more
informal methods. Ultimately, the most effective
approach will depend on your specific needs and
learning style.

Teaching English as second language | 3:00 PM – 6:00 PM