Republic of the Philippines

Department of Education
Region IV-A

Southern Luzon State University

College of Teacher Education
Lucban, Quezon

ELT03 - Language Learning Materials Development

E. The Impact of Language Teaching Approaches

Submitted by:

Group 5
Cajes, Zeneath Jheanne P.
Cortez, Altea Kyle Z.
Manzano, Janna Marie A.
Perlas, April Nicole F.
Samarita, Arabela S.
Verdan, Edlyn Rose P.

Submitted to:

Dr. Arsenia A. Abuel

Instructor
 E. THE IMPACT OF LANGUAGE TEACHING APPROACHES

1. Pre-twentieth Century approaches (ALM, GTM, etc.)

The goal of teaching approaches is to either have the learners use the language or have

the learners analyze a language. Some of the approaches included prevalent in the Pre-twentieth

Century are as follows:

a.) Grammar-Translation Method

-instruction is given in the native language of the students

-there is no little use of the target language for communication

-focus is on grammatical parsing

-there is early reading of difficult texts

-the result of this approach is usually an inability on the part of the students to use

their language for communication

b.) Audiolingual Method

-lessons begin with dialogues

-mimicry and memorization are used, based on the assumption that language is habit

formation

-grammatical structures are sequences and rules are taught inductively

-pronunciation is stressed from the beginning

-language is often manipulated without regard to meaning or context as long as the

students will be able to acquire mastery

 c.) Cognitive Approach

-language is rule-governed

-language learning is viewed as rule acquisition, not habit formation

-instruction is often individualized; learners are responsible for their own learning

-grammar must be taught deductively

-reading and writing is more important than listening and speaking

-errors are viewed as inevitable and must be used constructively in the learning

process.

d.) Affective-Humanistic Approach

-Respect is emphasized

-Meaningful communication to the learner is important

-instruction involves much work in pairs and small groups

-class atmosphere is more important than materials or methods

-learning a foreign language is viewed as a self-realization experience

-the teacher is a counselor or facilitator

2. Communicative Language Teaching

Ensures that students can communicate effectively and confidently in real-life situations

through student-to-student interaction and student-to-teacher interaction. Students learn the target

language through listening to others and learn more vocabulary items and grammatical patterns

and enjoy increased motivation levels in group or pair work activities rather than in a teacher-
centered classroom. It is the most prevalent today as it harnesses tangible skills that are most

useful in today’s evolving language society.

3. Content Based Language Instruction

What is Content Based Instruction?

“Hitting two birds with one stone”

Content Based Instruction (CBI) is an integrated approach to language teaching in which

language is the vehicle for instruction, not the immediate goal. In a Content Based lesson,

language is acquired within the context of the content.

Why is Content Based Instruction Beneficial?:

a.) Content Based Instruction is Student Centered

-One of the main characteristics of the CBI class- room is that it is learner-centered, not

teacher-centered. Students do not depend on the teacher to control the learning

experience. Students play a more active role in the CBI classroom, creating and

participating actively in the construction of knowledge.

b.) Content Based Instruction provides Input

-Content Based instruction gives us the platform we need to teach in the target language.

It gives us permission to talk about the things that interest us and that interest our

students. It gives us permission to find things to talk about that we can present to our

students in a way that they understand, in the target language.

 c.) Learn content, acquire language

-As our profession shifts its focus from language learning to language acquisition via

Acquisition Driven Instruction, knowing what Content Based Instruction is and how to

do it effectively will help you to know what daily instruction can look like within this

new mindset.

3 Models:

a.) Theme-based

-The theme-based model focuses language learning around a central theme (e.g., nutrition,

music, dance).

b.) Sheltered

-Content Based Sheltered Instruction is also known as Structured Immersion. This involves

the teaching of grade-level subject matter in English in ways that are comprehensible and

engage students academically, while also promoting English language development.

Emphasis on content instruction through language.

c.) Adjunct

-Adjunct language instruction is a model in which students simultaneously enroll in a

language course and a content course. These courses have mutually coordinated materials
 and assignments so that the language course supports students" learning in the content

course.

4. Collaborative/ Cooperative Language Teaching

When learning a new language, collaborative learning refers to a method where students

cooperate in groups or pairs to practice and learn the language. This approach promotes peer

interaction, communication, and cooperation among students in the target language. It can take

many different shapes, such team projects, partner activities, or group conversations. A greater

awareness of cultural nuances, improved speaking and listening abilities, and higher motivation

are just a few advantages of collaborative language learning. It encourages a friendly learning

atmosphere where students can benefit from one another's experiences and blunders.

Numerous educators and researchers in the field of language education have promoted and

explored the pedagogical strategy known as collaborative language learning. Despite the lack of a

single identifiable proponent, educational theorists like Lev Vygotsky and Jerome Bruner, who

stressed the need for social interaction and scaffolding in the learning process, had an influence on

its development.

5. Multiple- Intelligences Approach

Multiple intelligences refers to a theory describing the different ways students learn and

acquire information.
 Howard Gardner’s Theory of Multiple Intelligences posits that individuals possess various

distinct types of intelligences, rather than a single general intelligence. These types encompass

areas like linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal,

intrapersonal, and naturalistic intelligences, emphasizing a broader understanding of human

capability.

The Eight Bits of Intelligence:

a.) Linguistic Intelligence (Word Smart)

-Linguistic Intelligence is a part of Howard Gardner’s multiple intelligence theory that with

sensitivity to the spoken and written language, ability to learn languages, and capacity

to use language to accomplish certain goals.

b.) Logical-Mathematical Intelligence (Number/Reasoning Smart)

-refers to the capacity to analyze problems logically, carry out mathematical operations,

and investigate issues scientifically.

c.) Spatial Intelligence (Picture Smart)

-Spatial intelligence features the potential to recognize and manipulate the patterns of wide

space.

d.) Bodily-Kinesthetic Intelligence (Body Smart)

 -Bodily-kinesthetic intelligence is the ability to use the body to express emotion, play

games, or create new products. This type of intelligence enables people to manipulate

objects and the body.

e.) Musical Intelligence (Music Smart)

Musical intelligence refers to the skill in the performance, composition, and appreciation

of musical patterns.

f.) Interpersonal Intelligence (People Smart)

-Interpersonal intelligence is the capacity to understand the intentions, motivations, and

desires of other people and consequently to work effectively with others.

g.) Intrapersonal Intelligence (Self-Smart)

Intrapersonal intelligence is the capacity to understand oneself.

h.) Naturalist Intelligence (Nature Smart)

Naturalistic intelligence involves expertise in the recognition and classification of the

numerous species of his or her environment.

6. Brain-Based Approach

Brain-based learning is a paradigm of learning which addresses student learning and

learning outcomes from the point of view of the human brain. It involves specific strategies for
learning which are designed based on how human attention, memory, motivation, and conceptual

knowledge acquisition work. Brain-based learning and teaching can optimize learning holistically.

Brain-based learning is a framework which takes account of how the brain processes and

interprets information, also makes connections, stores and retrieve those messages (Greenleaf,

2003). It offers language learners a brain-friendly way to teach (Sun, 2012). Therefore, it fosters

retrieving information using graphic organizers due to the premise that brains seek patterns.

According to Willis (2006), patterns are passageways for memories to follow, the best way to set

up the passageways is to use graphic organizers and chunking information.

It is a way to improve learning and teaching capacity and outcomes, it includes

understanding how the brain learns effectively, and how to optimize brain state and functioning to

best support learning and teaching. Mindfulness improves attention, emotion, and self-control, it

also helps knowledge, character, and wisdom-based education (Tang, 2017). It is worth noting that

learning becomes stronger and information retrieval becomes easier if sense is involved, also,

experiences linked to emotions are easier to remember. Brain based instructional strategies help

students to practice that make information permanent. Moreover, it employs stories in teaching

that engages many areas in the brain, subsequently, it engages many different emotional triggers

that are helpful in retrieving information (Sprenger, 2010).

Brain based learning is a strategy that deployed teaching practices via three instructional

techniques: relaxed alertness, orchestrated immersion, and active processing (Caine & Caine,

1991).
 a.) Relaxed Alertness: Providing relaxing teaching/learning environment creates optimal

emotional and social climate for learning. Relaxed though challenging teaching

environment with minimal threats provides effective learning practices (Gulpinar, 2005).

Learners’ interest in the material taught optimizes their learning, and relaxed brain triggers

learn. Therefore, teachers should do their best to eliminate fear in learning environment

(Caine, Caine, & Crowel, 1999; Gozuysil & Dikicl, 2014; Thomas & Swamy, 2014).

b.) Orchestrated Immersion: Effective teaching practices involve student’s concentration

on the contents they learn. Learners also must use memory to explore the content that is

characterized with holistic and correlative nature (Caine & Caine, 2002).

c.) Active Processing: Learners with active brains achieve meaningful learning through

memory work that relate new objects to the ones already exists in the cognitive structure

(Duman, 2007). Thus, teachers should allow learners to consolidate and internalize

information through active processing (Caine & Caine, 1991).

7. Task Based/ Project Based Approach

Instruction is recognized here as an effective means of developing students' language

output and interaction, providing a more student-centered learning environment that helps learners

exercise greater flexibility in using language, develop linguistic fluency, and allow for meaningful

communication. Authentic tasks carefully drawn from real-world situations keep learners engaged

and motivated more easily, leading to better learning.

Advantages:
 a.) Active Student Participation

-Task-based learning (TBL) encourages students to actively engage in tasks and

activities, fostering high motivation.

b.) Skill Development

-TBL provides a platform for students to showcase and further develop their skills

through their efforts.

c.) Collaboration and Bonding

-Learners collaborate in groups, building stronger bonds as they engage in meaningful

interactions on specific topics. Group work involves a joint assessment of the lesson's

outcomes.

d.) Comprehensive Language Use

-In TBL, students draw upon their prior language knowledge and experience throughout

all stages of the lesson, allowing exploration of both familiar and new language features.

e.) Emphasis on Communication

-TBL prioritizes communication through interaction in the target language. It

incorporates authentic texts, focuses on the learning process itself, and values learners'

personal experiences as significant contributions to the classroom.

Disadvantages:
 a.) Critique of Task-Based Learning (TBL)

-Critics argue that TBL focuses too much on tasks and communication, potentially

neglecting the importance of correct language form.

b.) Possible Fossilization

-TBL, if not implemented correctly, could lead to "fossilization" in learners'

interlanguage, hindering their progress.

c.) Lack of Compelling Evidence

-Some experts question the validity of TBL, highlighting the absence of substantial

empirical evidence to support its claims.

Types of Tasks in Language Learning:

a.) Listing

-Involves brainstorming and fact-finding to create lists or mind maps.

b.) Ordering and Sorting

-Requires sequencing, categorizing, ranking, or classifying information based on

specified criteria.
 c.) Comparing

-Involves searching for similarities, differences, and matching information.

d.) Problem Solving

-Tasks may include analyzing real situations, hypothetical scenarios, and making

decisions or finding solutions.

e.) Sharing Personal Experiences

-Requires narrating, exploring, describing, and explaining attitudes, reactions, and

opinions.

f.) Creative Tasks

-Encompass a range of activities such as fact-finding, brainstorming, comparing, sorting,

ordering, and problem-solving.

8. Post-language Teaching Approaches

In the post-language teaching approach, teachers are at the center of language learning and

teaching. It can be regarded as a good alternative to the deficiencies experienced by the

employment of conventional methods. These frameworks provide teachers with important guiding

principles on which to base their teaching in order to be aware of their teaching process and be

able to justify it. Post-method pedagogy is crucial for teacher growth since it involves teachers

constructing “classroom-oriented” theories of practice (Kumaravadivelu, 1994, p. 29) and thus,

values teachers’ potentials by emphasizing their experiences as teachers, parents/caretakers and

students (Prabhu, 1990), which are underestimated in the implementation of existing methods.

Based on their knowledge of these methods and, more importantly their experiences and the

frameworks, teachers can construct their own methods and thus, act as evaluators, observers,

critical thinkers, theorizers and practitioners. This, in turn, makes them valuable sources for

prospective teachers and their colleagues leading to professional growth.

The results suggest that post-method pedagogy enables pre-service teachers to recognise

their prior and current knowledge, and their potential to teach and act autonomously. This promotes

their ability to know how to develop a reflective critical approach in their teaching by analysing

and evaluating their teaching acts, initiating change in their classroom practices, and monitoring

the effects of these changes.

3Ps of Post-Method Pedagogy:

a.) Particularity

- Particularity means that the generic knowledge you learn in a teacher education program

can only help you so much. This puts the responsibility on you, the pre-service or early

career teacher, to listen and learn from your internship experiences. What are learners’

present and future needs? How do we know that these are being met through curriculum

design, instruction, and assessment? You can learn from more and less experienced

colleagues, from students, and from researching the context on your own. This

does not mean believing everything you read or hear, but trying to learn as much as you

can.
b.) Practicality

- practicality means that teachers, teacher educators, and students should not be seen merely

as implementers of academic theories (Giroux, 1988; Kincheloe, 1993). Empowering

teachers is necessary for empowering students. Teachers must understand and transform

the possibilities inside and outside the classroom as active agents, in order to lead students

to do the same.

c.) Possibility

-The forms of social organization and the sense of selves that we take for granted are

changed in an intentional and perceivable way. The classroom linguistic majority does not

dominate discussion. The language that is minoritized in the wider society is prioritized by

teachers and students. The less multilingual students who speak English as L1 feel their

limitations in that respect, and admire those who are more multilingual. First and heritage

language speakers of the home country’s language form connections instead of separate

communities of practice.