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an approach refers to the general assumptions about what language is and about how learning a language occurs (Richards and Rodgers, 1986). It represents the sum of our philosophy about both the theory of language and the theory of learning. In other words, an approach to language teaching describes: the nature of language, how knowledge of a language is acquired, and the conditions that promote language acquisition.

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is a system of practices and procedures that a teacher uses to teach. It will be based on beliefs about the nature of language, and how it is learnt (known as 'approach')

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active methodologies have common objectives and processes. Their mission is to ensure that students participate actively in the learning process, cooperating with other students, reflecting, making decisions and creating knowledge. For this purpose, groups that work in a timely manner to carry out an activity or in a more stable way through work teams are usually formed. In both cases, active learning takes place within the

groups.

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Images
9 Metodologías Activas para el Siglo XXI | Infografía - Gesvin Romero

gesvinromero.com

Images may be subject to copyright.

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Please click here if you are not redirected within a few seconds. Images 9 Metodologías Activas para el Siglo XXI | Infografía - Gesvin Romero gesvinromero.com Images may be subject to copyright.

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is a practical implementation of an approach. A theory is put into practice at

the level a method. It includes decisions about: the particular skills to be taught, the roles of the teacher and the learner in language teaching and learning, the appropriate procedures and techniques, the content to be taught, and the order in which the content will be presented. It also involves a specific syllabus organization, choices of the materials that will boost learning, and the means to assess learners and evaluate teaching and learning. It is a sort of an organizing plan that relies on the philosophical premises of an approach. (Richard & Rodgers)

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an action plan that comprises methods, techniques, and organization of instructions to achieve an intentional, reflexive, conscious, and self-directed learning in any given teaching-learning environment.

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cognitive models or theoretical constructs derived from learning theory that enable the implementation of specific instructional and learning strategies.

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Grammar Translation

traditional or classical method of translation: students will learn and memorize the grammatical rules of both the target language and their native language. The one used for the teaching of Latin and Ancient Greek.

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Direct Method

also 'natural method', that consists in establishing an immediate and audiovisual association between experience and expression words and phrases, idioms and meanings, rules and performances through the teachers' body and mental skills, without any help of the learners' mother tongue.

exclusive use of the foreign language

inductive learning of grammar and vocabulary (usefulness)

fostering oral production and comprehension skills

use of realia

perfecting of pronunciation

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Audio-lingualism

the emphasis is on learning grammatical and phonological structure, especially for oral production and comprehension. It is based on behaviourism and so relies on formation as a basis for learning, through a great deal of mechanical repetition.

error correction

drilling

active listening

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The Silent Way

it is based on the idea that teachers should be as silent as possible during a class but learners should be encouraged to speak as much as possible

learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned

learning is facilitated by accompanying (mediating) physical objects

learning is facilitated by problem solving involving the material to be learned

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Activating prior knowledge. (2022, December 5). Teaching.vt.edu.https://teaching.vt.edu/teachingresources/adjustinginstruction/priorknowledge.html

Amatullah, T., Baxter, J., Fradkin-Hayslip, A., Graham, L., Siegrist, R., Swantak-Furman, S., & Waid, N. (s/f). 6.1 assessment and evaluation. SUNY Oneonta | SUNY OER Services. Retrieved December, 30th 2023, from https://courses.lumenlearning.com/suny-oneonta-education106/chapter/6-1-assessment-and-evaluation/

Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) - European Language Portfolio (ELP) - www.coe.int. (s. f.). European Language Portfolio (ELP). https://www.coe.int/en/web/portfolio/the-common-european-framework-of-reference-for-languages-learning-teaching-assessment-cefr-

Díaz, A. G. R. (2022, February 5). ¿Cuál es la diferencia entre aprendizaje colaborativo y cooperativo? Plataforma Educativa Luca: Curso en línea y Aprendizaje Esperado; Plataforma Educativa Luca. https://www.lucaedu.com/cual-es-la-diferencia-entre-aprendizaje-colaborativo-y-cooperativo/

Main, P. (2023, January 25). Scaffolding in Education: A teacher’s guide. Structural-learning.com; Structural Learning. https://www.structural-learning.com/post/scaffolding-in-education-a-teachers-guide

Perez Bango, M.J. (s.f.). CDDIIMUFPSPEREZBANGO https://sites.google.com/view/cddiimastersecundab/p%C3%A1gina-principal

Revista de Educación UNIR. (s. f.). UNIR. https://www.unir.net/educacion/revista/

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. https://doi.org/10.1017/cbo9780511667305

Rustipa, K. (2011). SUGGESTOPEDIA: HOW DOES IT ACCELERATE LANGUAGE LEARNING. 7. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwi2zp6PhbeDAxUjTaQEHcRnCXgQFnoECCwQAQ&url=https%3A%2F%2Fpublikasi.dinus.ac.id%2Findex.php%2Flite%2Farticle%2Fdownload%2F1098%2F811&usg=AOvVaw16H9_YPJlw5fldawzWhEId&opi=89978449

Sustainable Development Goals. (s/f). UNDP. Retrieved December, 31st 2023 from https://www.undp.org/sustainable-development-goals

Task-Based Learning (TBL). (s/f). Languagelink.ru. Retrieved December, 31st 2023 from https://jobs.languagelink.ru/tefl_clinic/teaching_knowledge/teaching_methodologies/tbl.php

Teaching Knowledge Database Q-S. (s. f.). TeachingEnglish. https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/q-s

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Total Physical Response

Examples:

Simon says

Head, shoulders, knees and toes

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Suggestopedia

a method of teaching a foreign language in which students learn quickly by being made to feel relaxed, interested and positive. The method is developed because of the argument that students naturally face psychological barriers to learning. The psychological barriers here refer to a variety of internal distractions (worry, anxiety, fatigue, boredom, fear, etc.). Suggestopedia uses four main stages as follows: presentation, active concert, passive concert, and practice. The design of suggestopedic instruction has positive cognitive, motivational, emotional, and social effects on the learners.

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Communicative Language Teaching

it is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.

Examples

opinion sharing: debates

scavenger hunt: students go around the classroom asking and answering question about each other

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CLIL: Content and Language Integrated Learning

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CLIL: Content and Language Integrated Learning

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it aims at learning a language through other subjects. In other words, subjects such as science or mathematics are taught in a non-native language. This allows for greater scope in the relationship between content and language.

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CEFRL: Common European Framework of Reference for Languages

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CEFRL: Common European Framework of Reference for Languages

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The CEFR was developed to provide a common basis for the explicit description of objectives, content and methods in second/foreign language education.

adopts an action-oriented approach, describing language learning outcomes in terms of language use

divides language activities into four kinds: reception (listening and reading), production (spoken and written), interaction (spoken and written), and mediation (translating and interpreting)

for reception, production, interaction, and some competences the CEFR defines six common reference levels (A1, A2, B1, B2, C1, C2), using “can do” descriptors to define the learner/user’s proficiency at each level.

the common reference levels provide a basis for comparing second/foreign language curricula, textbooks, courses and exams. Together with the rest of the CEFR’s descriptive apparatus, they can also be used to support the design of curricula, teaching programmes, learning materials, and assessment instruments.

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although the terms assessment and evaluation are often used synonymously, they are in fact distinctive and different. The intent of assessment is to measure effectiveness; evaluation adds a value component to the process.

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Task-based Language Teaching

where learners are given interactive tasks to complete. In order to do this, they need to communicate. Once the task is complete, then the teacher discusses the language used.

Tasks can provide an organisational structure for a teacher who believes in the Communicative Approach. Tasks provide meaningful communication and an opportunity to acquire language through real language use. Task-based learning may become more appropriate at higher levels.

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The Lexical Approach

one derived from the belief that the building blocks of language learning and communication are not grammar, functions, notions, or some other unit of planning and teaching but lexis, that is, words and word combinations.

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the ECLECTIC approach

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The Communicative Approach

it is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language. Classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learner-centred, and there may be use of authentic materials.

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Competency-Based Language Teaching

advocates defining educational goals in terms of precise measurable descriptions of the knowledge, skills, and behaviors students should possess at the end of a course of study.

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bi-directional respect, it must come both ways

empathy

know your students: take your time to talk to them individually and implement activities that are meaningful for them

address problems privately

address problems immediately

groupings of students must be made for the best, different combinations of students work better than others

teacher's personal problems must be kept outside the classroom

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they answer to the achievement and performance level both for the specific competences for the subject and for the key competences since they are related to their specific operational descriptors.

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tests

dossiers

class activities

learning journals

expositions

final products

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rubrics

templates of correct and incorrect answers

check-lists

direct observation

exit tickets

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assessment for learning that serves for monitoring student learning to provide feedback of use for both teacher and student to ensure the best of the teaching and learning process

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assessment of learning through procedures specifically designed for it that are intended to give an appraisal to teacher and student of the latter’s achievement level.

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to provide students with equal opportunities to

demonstrate their learning.

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throughout the course of the academic year.

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right of the students to be assessed not influenced by personal feelings or opinions.

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with the students being aware of the assessment in the due course of tasks specifically designated for it, such as tests.

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or spontaneous during in-session class activities.

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carried out by the own student reflecting on their learning process.

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carried out by the teacher.

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where students assess themselves peer to peer.

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assessment of the teaching-learning process

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assessment of the teaching-learning process

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bull's eye

check-lists

exit tickets

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an activity that takes place in a series of sessions where students will deploy a series of actions associated with both key competences and specific competences of the subject that will contribute to their acquisition and development. They end with a final product and can involve more than one subject for the sake of cross-curricular education. Additionally, they can serve as a means to work on the SDG.

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a means of materializing the year syllabus, as they frame the developed activities, learning situations, tasks, assessment activities that shall serve to carry out the teaching-learning process in planned periods of time.

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a procedure or skill for completing a specific task (it is a part of the 'didactic strategy').

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it focuses on grades and might reflect classroom components other than course content and mastery level. An evaluation can be used as a final review to gauge the quality of instruction. It’s product-oriented, which means that the main question is: “What’s been learned?” In short, evaluation is judgmental.

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surveys

dafos

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guidance for students in order to prepare and capacitate them to achieve the final product.

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activating prior knowledge helps students see the connections between previous learning and new instruction, builds on what students already know, provides a framework for learners to better understand new information, and gives instructors formative assessment information to adapt instruction.

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to present the learning situation and to make students aware of what is expected from them.

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motivation as the main learning engine.

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to work on the final product.

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so students can revise and reflect on their own learning journey.

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learning situations must be assessed. It can be done through class activities and final products.

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dissemination of final products can be key to motivate the students since it shows its usefulness.

Example:

Students' infographics on mental health resources for the youth displayed in the high school walls.

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student = active learner ≠ passive learner

teacher = guide, facilitator

student-centered

project-based, inquiry-based

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teacher = figure of authority, figure from which knowledge emanates

teacher-centered

direct instruction, lectures, choral repetition

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1. Presentation

2. Practice (controlled, semi controlled & free practice)

3. Production

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1. Pre-task: introduction to the topic and the task, activating topic-related words and phrases (previous knowledge).

2. Task (while): learners are encouraged to do using the language means they already have at their disposal and then to improve that language, under teacher guidance, while planning their reports of the task. Feedback from the teacher comes when learners need it most to fulfill the task.

3. Post-task: students have a closer look at the language structures which have naturally turned up during the task. By this phase they have already grasped the meaning of the new language and they need to focus on form. All kinds of practice activities, including different drills, are done at this stage.

(Task-based Language Teaching)

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a technique consisting on listening to a model, provided by the teacher, or a tape or another student, and repeating what is heard.

repetition drilling

substitution drilling

question and answer drilling

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is to provide support and guidance to students as they learn new concepts or skills, allowing students to make mistakes without being punished. In education, scaffolding involves breaking down complex tasks into smaller, more manageable steps, and providing support and feedback as students work through each step. The goal is to gradually remove the scaffolding (= support) as students become more proficient, until they are able to complete the task independently.

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I really liked that this Master's Degree is very "oposiciones" oriented. Besides, along this specific module, I found out that there's more to teaching than what's commonly known. In the end, have learnt a lot, and I feel more prepared to get into the Spanish public education system, and that's something I value the most.

However, I felt like the sessions were unplanned and mostly chaotic. Most of the sessions during the module felt unnecessarily unclear and poorly coherent. I hope nothing for this specific module of the MUFPS but to improve for the sake of future students (and hopefully, colleagues).

-Beatriz Espín Hernández

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a technique where a teacher provides examples of a language item and helps the learners to find the rules themselves (it belongs with the inductive approach).

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An inductive approach to teaching language starts with examples and asks learners to find rules.

Inductive approaches to presenting new language are commonly found in course books, and form part of a general strategy to engage learners in what they learn.

On the other hand, with a deductive approach, learners are given rules first, then examples, then practice.

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PBL involves students designing, developing, and constructing hands-on solutions to a problem