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https://www.youtube.com/watch?v=lzl6t5FpuLc

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CLIL (Content and Language Integrated Learning)

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Content and Fluency as primary

Language and Accuracy as secondary

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1. Language is used to learn and communicate.

2. The subject determines the language input.

3. The focus is not only on language, not only on content, each is inter-linked.

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1. Content
2. Cognition
3. Communication
4. Culture

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Situations where subjects or parts of subjects are taught through the medium of a foreign language, with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language.

David Marsh , 2002

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https://www.youtube.com/watch?v=bN75uheAVl0

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For students
- Students get more one-to-one time with their teacher and this in turn builds the student/teacher relationship.

- Posting materials online allows teachers to easily share information with other faculties, substitute teachers, students, parents and the community.

- It allows students to catch up on missed lessons, as well as work at their own pace as videos can be watched again.

- It's more efficient as students enter the classroom prepared to contribute.

- It creates a collaborative learning environment in the classroom since more time is spent engaging with group works and projects.

- Students get instant feedback on practice activities and if they encounter difficulties with their ‘homework’ they have a teacher, as well as the other students, on hand to assist.

- Students can build a list of questions as they watch the online material and bring them in to class for the teacher to go through with them.

For teachers
- Teachers engage most with the students who ask questions.
- It allows the teachers to target the students who really need help instead of just those who are confident.
- Instead of instructing in the front, teachers guide on the side.
- It allows them to work more closely with individuals or small groups.
- Teachers that are not great presenters, can use third party videos to explain concepts and focus on methods of teaching that suits their style such as project work or experiments.
- Once videos are made available online, teachers don't need to give the same lecture over and over again.
- They gain more time to focus on the need of their class.

https://www.youtube.com/watch?v=qdKzSq_t8k8

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- the knowledge transmission aspect of a traditional lesson or lecture can be done more effectively through self-study using various technological means, but typically involves videoing lectures or lessons and making them available online

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- a form of blended learning that is seen as a core part of the ‘EdTech agenda’

- Its name comes from the reversal of the ‘standard’ model of teaching by delivering instruction to students at home through self-study materials and moving the ‘homework’ element to the classroom.

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- Dogme is about teaching materials-light; Dogme is about teaching that focuses on emergent language.

- Dogme reflects naturalistic learning conditions which moves from fluency to accuracy rather than from accuracy to fluency.

- Without pre-planned input, Dogme lessons are based on whatever emerges from the conversation between the people in the room, and not necessarily just between the teacher and students.

- Learner-centred and the teacher uses a variety of techniques, like recasting and scaffolding, to exploit the learners output

-Working without materials can be challenging for less experienced and non-native teachers.

- Learning that does not follow some sort of book is not always culturally appropriate or in-line with student expectations.

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- Learning opportunities happen best when learners are given some control over the content and directions of the lesson.

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- An approach to teaching that argues that teaching should focus on the learner not be driven by the resources available, including course books.

- Supports the language teaching principle that the classroom should be rid of excessive materials and resources in order to focus on the inner life of the student and
real communicationand

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Language consists of grammaticalised lexis, not lexicalised grammar.

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- an approach to language teaching that is based on the view that the basic building blocks of teaching and learning are words and lexical phrases, rather than grammar, functions or other units of organization.

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- Also known as TBLT, task-based instruction, task-based learning
- A teaching approach based on the use of communicative and interactive tasks as the central units for the planning and delivery of instruction.

Such tasks are said to provide an effective basis for language learning since they:
a involve meaningful communication and interaction
b involve negotiation
c enable the learners to acquire grammar as a result of engaging in authentic language use.

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- Learning should be fun and that fun facilitates learning e.g. engaging learners and ensuring they enjoy lessons are important.

- The key consideration should be to be aware of different learner preferences and to ensure a balance of activity that caters to these different preferences.

- the communicative-humanistic tendency in language teaching

- Consider how you yourself would feel about them and whether you would be happy to do them. Consider also whether we should be asking our adult students to do anything we would feel uncomfortable with.

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The study of the function the brain performs in language learning and language use.

Neurolinguistics includes research into how the structure of the brain influences language learning, how and in which part of the brain language is stored…etc.

NLP means a methodology that is based on the world of the imagination, the emotional, the kinaesthetic, the associative, the personal, the holistic and the natural.

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https://www.youtube.com/watch?v=tx_we_P3Pic

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Language Teaching Methods: Community Language Learning

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https://www.youtube.com/watch?v=4e9nBLgp-Mw

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Students are whole persons.

People learn best when they feel secure.

Students should have the opportunity to generate the language they wish to learn.

The teacher should understand what the students are feeling. (They have the opportunity to feel accepted as whole persons.)

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- A method of second and foreign language teaching developed by Charles Curran. Community Language Learning is an application of counselling learning
to second and foreign language teaching and learning.

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- also known as TPR
- a language teaching method developed by Asher in the early 1970s in which items are presented in the foreign language as orders, commands,and instructions requiring a physical response from the learner (e.g. opening a window or standing up)
- TPR gives greater emphasis to comprehension than many other teaching methods.
Both this and the emphasis on teaching language through physical activity are to lead to more effective learning.

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https://www.youtube.com/watch?v=3rkrvRlty5M

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Teaching should be subordinated to learning.

Language is not learnt by repeating after a model: students need to develop their own 'inner criteria' for correctness.

Errors are important and necessary to learning. The students progress by self-correcting.

It is the students who should be practising the language, not the teacher because the teacher doesn't supply a model and the students learn to give full attention to the teacher's cues. They are also encouraged to learn from one another.

https://www.youtube.com/watch?v=xqLzbLCpack

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- A method of foreign-language teaching developed by Gattegno which makes use of gesture, mime, visual aids, wall charts, and in particular Cuisenaire rods (wooden sticks of different lengths and colours) that the teacher uses to help the students to talk.

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1. Suggestopaedia

2. Total Physical Response

3. The Silent Way

4. Community Language Learning (to a lesser extent)

5. Neurolinguistic Programming

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also desuggestopedia, suggestopedy, Lozanov method
- a method of foreign-language teaching, developed by the Bulgarian educator, Lozanov makes use of dialogues, situations, and translation to present and practise language, and in particular, makes use of music, visual images, and relaxation exercises to make learning more comfortable
subtractive bilingual education and effective.
- Suggestopaedia is said to be a pedagogical application of
“suggestology”, the influence of suggestion on human behaviour.

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1. learners use a language through using it to communicate

2. authentic and meaningful communication should be the goal of classroom activities

3. fluency and accuracy are both important goals in language learning

4. communication involves the integration of different language skills

5 learning is a process of creative construction and involves trial and
error

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- Also known as communicative language teaching
- An approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence and which seeks to make meaningful communication and language use a focus of all classroom activities

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The Acquisition-Learning Hypothesis: acquisition is rough-tuned and unconscious, and used to communicate messages.

The Natural Order Hypothesis: this states that there is an order in which structures are acquired by learners, irrespective of L1, aptitude or age, for example, learners learn –ing as a progressive form, then plurals, then to be and so on, which is at odds with the order of language presented in coursebooks.

The Monitor Hypothesis: sometimes when we communicate spontaneously in L2, we want to get our message across and accuracy is sacrificed.

The Input Hypothesis: this does not necessarily mean everything is comprehended, but the learner should be constantly exposed to reading and listening and this is most beneficial if it is a notch or two above the learner’s ‘level’.

The Affective Filter Hypothesis: the student will learn better if s/he feels well-disposed to the language and to the learning process.

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A natural method
1) a term for a number of language-teaching methods which were developed in the nineteenth century as a reaction to the grammar translation method.
These methods emphasized:
a. the use of the spoken language
b. the use of objects and actions in teaching the meanings of words and structures
c. the need to make language teaching follow the natural principles of first language learning.

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Grammar and structures are organising principle of language.

Listening and speaking should be taught before reading and writing.

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habit formation

language is tightly controlled so that there is no room for errors to be produced

the use of contrastive linguistic analysis, where errors are predicted and identified through a study of the structure of both languages, and materials carefully designed to address these differences

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- also known as audiolingualism, aural–oral method, mim–mem method
- A method of foreign or second language teaching which
(a) emphasizes the teaching of speaking and listening before reading and writing
(b) uses Dialogues and Drills
(c) discourages use of the mother tongue in the classroom
(d) often makes use of contrastive analysis

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A method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.

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A method of foreign or second language teaching which has the following
features:
a only the target language should be used in class
b meanings should be communicated “directly” (hence the name of the
method) by associating speech forms with actions, objects, mime,
gestures, and situations
c reading and writing should be taught only after speaking
d grammar should only be taught inductively

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The language was more real the language acts remain strange

Take the (in)famous classroom question ‘Is this a pen?’ It looks fairly routine on the surface but try going up to someone in the street with a pen and asking them this. What communicative purpose is there in saying ‘Is this a pen?’ to someone who can see it?

A lot of repetition work (similar to individual drills) - exhausting  :(

Question and answer practice (unrealistic)

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the focus on oral production

the exclusive focus on pronunciation

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1. The teaching is all in the target language.

2. An emphasis on speaking

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1. Preceded by a page of rules

2. A very deductive approach to language

3. No context

4. Using contrived marker sentences and no communicative underpinning

5. Contrastive analysis between English and the student's mother tongue