Lesson 5: Approaches for Language Arts Teaching

Approaches- the fundamental philosophy that guides educator’s beliefs and

practices in the field of teaching and learning. It represents their principles and
views about how students learn best and how education must be conducted.

1. Communicative Approach
CLT is based on the idea that the primary goal of language learning is to
enable learners to effectively communicate in real-life situations. Here are
some key aspects of CLT:

1. *Communication Focus*: CLT prioritizes developing learners' ability

to communicate in the target language. This means that learners are
encouraged to use the language to express their ideas, needs, and thoughts.
2. *Authentic Contexts*: Learning activities in CLT often simulate
authentic situations where the language would be used. For example,
learners might engage in conversations, debates, or problem-solving tasks.
3. *Meaning Over Form*: While grammar and vocabulary are important,
CLT teaches them in context. Learners learn how to use language structures
by using them in meaningful communication rather than memorizing rules.
4. *Student-Centered*: CLT often involves collaborative and interactive
activities where learners take an active role in their learning. Teachers
facilitate and guide rather than lecture.
5. *Varied Language Skills*: All language skills - listening, speaking,
reading, and writing - are developed through CLT, with an emphasis on
speaking and listening for real communication.
6. *Error Correction*: Errors are seen as a natural part of the learning
process, and teachers provide feedback to help learners improve their
language use.

In essence, CLT is a dynamic and student-centered approach that aims to

prepare learners for effective communication in real-world situations,
making language learning more practical and engaging

2. Language Scaffolding
. The term "language scaffolding" refers to a teaching approach commonly
used in language acquisition and education, especially when teaching a
second language. The scaffolding approach is based on the idea of providing
temporary support and guidance to learners as they develop their language
skills.

Language scaffolding is a teaching approach that involves providing learners

with structured support to help them understand and use a new language.
This support is gradually reduced as learners become more proficient and
independent.
 In the scaffolding approach, educators or more proficient language users
(often teachers or peers) provide learners with assistance and guidance
tailored to their current language proficiency level. This assistance can take
various forms, such as simplified language, visual aids, context clues, or
explanations. The goal is to make the language input more accessible and
comprehensible.

As learners become more proficient, the level of support is gradually

reduced or "taken down" like scaffolding on a building. This allows learners
to take on more responsibility for their language learning and apply what
they've learned independently.

Language scaffolding is a valuable technique for language learners of all

ages and proficiency levels. It helps bridge the gap between what learners
already know and what they need to learn, making the language acquisition
process more effective and less overwhelming. It's often used in language
classrooms to create a supportive and gradual progression toward language
fluency.

3. Cooperative Language Learning

Cooperative Language Learning is an educational approach that emphasizes
collaboration and group work in language learning. It's based on the idea
that learners can benefit from working together to achieve language
acquisition goals. Here's an explanation of the Cooperative Language
Learning approach:

- Cooperative Language Learning is an approach to language education that

promotes learning through collaboration and group activities.

5 key elements of group-based learning:

1. Positive Interdependence
Students feel responsible for their own and the group’s effort.
2. Group formation
Group analyze their own and the group’s ability to work together.
3. Individual accountability
Each student is responsible for doing their part; the group is accountable for
meeting its goal.
4. Social skills
The way their interact with each other as teammates.
5. Structuring and structures
*Structuring- it involves designing the learning environment, activities, and
interactions which encourage collaboration to students
*Structures- in the context of collaborative language teaching, it is the
specific formats or framework used for collaboration. These are pair work,
group work, debates, discussion, and collaborative writing projects.
 Cooperative Language Learning is seen as a student-centered approach that
fosters not only language development but also social and cognitive skills. It
promotes a learner's ability to work effectively in a team and use language in
a practical and meaningful way. This approach is widely used in language
classrooms to create interactive and engaging learning experiences.

4. Situational Language Teaching Approach

Situational Language Teaching was influential in language education during
the mid-20th century, particularly in teaching English as a second language.
It’s a teacher-centered approach that provides learners with structured
language exposure and practice in specific, practical contexts. However, it
has evolved over time, and modern language teaching approaches often
incorporate a wider range of teaching methods and strategies.

Theres a lot of repetition and the focus is no errors and so the teacher would
correct every single error because they view language as a habit formation
kind of thing. They don’t want students to be practicing errors would be
eventually become set of habits. There’s a focus on grammar patterns and
then the very high-frequency vocabulary so the students are able to
communicate in most different situations. There’s a ton of focus on oral
practice which is often kind of seen today, the focus on speaking and
communication in different situations.

This approach is more of habit formation.

5. Functional- Notional Approach

The Functional-Notional Approach deems language as communication with
a purpose. It is simply means that we talk because we need to communicate
something. There are purposes and meanings behind the sounds that come
out of our mouths.
When we speak, we have various purposes, it may be because we want to
inform, to persuade, to agree, to explain and so much more. We do not just
omit sounds just for the sake of making sounds. That is what the Functional-
Notional Approach explains.

The Functional-Notional Approach aims to equip learners with the language

skills they need for everyday communication, making it a practical and
learner-centered method.

6. Multi-skill Approach/Skill-based Learning Approach

Multi-skill Approach is also known as the 'Skill-based Approach. in this
approach, you will realize that the teacher's presence is not that strong to
encourage the students to participate more.

They are learning how to think critically, analyze ideas, and speak and write
with insight and cleverness. The focus in the classroom is on developing
students to be independent readers and critical thinkers so that they are
prepared for what college and life after college have in store for them.
 The teachers’ role in skill-based instruction is to set high expectations,
facilitate skill practice, and support all students so they can be successful
and become skilled individuals.
7. Content-based Approach
Content-based instruction is an approach to language teaching that focuses
not on the language itself, but rather on what is being taught through the
language which means that the language becomes the medium through
which something new is learned. In this approach, the student acquires the
target language by learning other new content.

For example, your topic is about Chinese History, for you to teach Mandarin
and instill intrinsic motivation; you may use the Mandarin language while
teaching Chinese history. The language learned and used is taught within the
context of the content.

The theory behind CBI is that when students are engaged with more content,
it will promote self-motivation. Students will be able to use more advanced
thinking skills when learning new information and will focus less on
structure of the language.

This approach is very student-centered as it depends entirely on the student’s

ability to use and to acquire the language.

As a teacher, you must insist on trying to involve your students. Have them
help you on the decision making when it comes to what topics and subjects
should be used to be able for them to find out how they feel about this kind
of lessons compared to your usual lessons because, by the end of the day,
they will be the measure of your success.

8. Task-based Approach
Task-based learning, and enhancement of the communicative approach,
focuses on the completion of specific tasks through which language is taught
and learned. Language learners use the language that they know to complete
a variety of assignments, acquiring new structures, forms, and vocabulary as
necessary.

The classroom activity revolves around the task at hand while the language
is the instrument that the students will use to accomplish it. The task is an
activity reflects real life and learners focus on meaning. The students are free
to use any language they want. It can be their native language or their target
language.

Activities like playing a game, solving a problem, or sharing information or

experiences can all be as relevant and authentic tasks. In TBL, an activity
with no goals to be met is a total no-no.
 In many role-plays students simply act out their restricted role but if you
make a role play where students have to act out as managers and they must
come to an agreement or find solution within the given time limit can be
considered a genuine task in TBL.

9. Participatory Approach
The Participatory Approach is rooted in the idea that learners are active
participants in their own education. It promotes a learner-centered
environment that encourages critical thinking, collaboration, and
engagement, making language learning more meaningful and effective.