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Approaches in Language Arts Teaching

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estolaschristine24
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Approaches in Language Arts Teaching

Uploaded by

estolaschristine24
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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THE APPROACHES

FOR LANGUAGE
ARTS TEACHING
Presented by:
Estolas, Christine
Estidola, Ara Mae
Esquierra, Nicca
Esmeria, Rhea
1
Communicative
Language

2 4
Language Situational
Scaffolding Approach

3 5 7
Cooperative Functional - Content-
Learning Notional Based

6 Multi- Skill
8 Task- Based

9 PARTICIPATORY
Group 5| BEED 3B
COMMUNICATIVE Language 1

It is an approach to teaching and


learning languages that focuses
on developing students'
communicative competence, i.e.,
their ability to use the language
effectively and appropriately in
various social contexts.
Group 5| BEED 3B
1
MAIN PRINCIPLES
Make your lessons speaking-
focused
ACTIVITIES
Practice using functional Role-play
language Information gap
Embrace cooperative learning activities
Make your classroom student Debates and
centered discussions
Introduce real context and use Problem-solving tasks
authentic materials Project-based activities
Be error-tolerant Pictionary (Games)
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Language SCAFFOLDING 2

Scaffolding theory was first introduced in the late 1950s


by Jerome Bruner, a cognitive psychologist. He used the
term to describe young children’s oral language
acquisition.

Scaffolding in the classroom consists of helpful


interactions between the teacher and the student that
enable the student to do something beyond what he
could do independently.

Group 5| BEED 3B
Types of SCAFFOLDING 2

1. Verbal Scaffolds
How information is verbally presented or explained to the students
during instruction.

2.Procedural Scaffolds
Tools and resources to support the students as they gain access
to the learning.

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COOPERATIVE Learning 3

- It promotes learning and raises


awareness of respect and friendships
among diverse groups of students.
- It also helps the development of
language and the learning of concepts
and content .
THE FIVE BASIC ELEMENTS OF 3
COOPERATIVE LEARNING ARE ;

1. Positive interdependence.
2. Individual and group accountability.
3. Interpersonal and small group skills.
4. Face-to-face promotive interaction.
5. Group processing
SITUATIONAL Approach 4
The Oral Approach or Situational Language Teaching is based on a
structural view of language. Speech, structures, and a focus on a set of
basic vocabulary items are seen as the basis of language teaching .
Group 5| BEED 3B

Situational Language Teaching is characterized by two major features ;

1. Focus on both vocabulary and reading is the most salient trait of SLT.
Mastery of a set of high-frequency vocabulary items is believed to lead to
good reading skills.

2. An analysis of English and a classification of its prominent


grammatical structures into sentence patterns (also called situational
tables) is believed to help learners internalize grammatical rules.
FUNCTIONAL- NOTIONAL 5
Approach
This approach deems language as communication with a
purpose.
- a method of teaching second languages that focuses on
the communicative meanings of words and expressions
rather that just grammatical structures Persuading
Arguing
Informing
Requesting
Agreeing
Questioning
Expressing emotions
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MULTI-SKILL Approach 6

It involves the interweaving of


teaching multiple skills like listening,
speaking and reading, writing and
viewing including culture and
grammar.

Group 5 | BEED 3B
CONTENT-BASED Instruction 7

Content-based instruction is a
teaching approach where learners
study language through meaningful
content. It motivates students to
learn because the subject matter is
interesting, and allows them to apply
their learned language skills in a
different context instead of rotely
memorizing vocabulary.

Group 5 | BEED 3B
Here are the different ways that this is implemented in the classroom: 7
Theme-based Model: Students learn content from an overlying theme or set of
topics. Teachers create language activities for students based on the content
theme.

Adjunct Model: Students enroll into two linked courses (one content course and
one language course). Both courses complement each other with coordinating
assignments.

Sheltered Model: Students acquiring a second language attend school taught in


the second language along native speaker classmates.

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8
TASK-BASED
In a task-based language arts lesson or curriculum,
students are given specific tasks or projects that
require them to use language skills for
communication and practical purposes. These tasks
are often designed to reflect situations or activities
that students might encounter in their daily lives,
making the language learning experience more
relevant and engaging.
Two Models under task-based approach 8
PPP Model

Presentation Practice Production

-The teacher present the target language and then allows students
to practice it through very controlled activities. The final stage of
the lesson allows the students to practice the target language in
freer activities which bring in other language elements.
8
TTT Model

Test Teach Test


-is an approach to teaching where learners first complete a task or activity
without the help from the teacher. Then, based on the problem seen, the teach
plans and presents the target languages. Then the learners do another task to
practice the new language.
PARTICIPATORY 9

-strives to create a dynamic and interactive


learning environment where students
actively engage with language and
literature, collaborate with peers, and
develop critical thinking and
communication skills, ultimately becoming
more proficient and confident language
users
Thank You!

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