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      <title>Technologies used in different approaches to language teaching over the years by Arnaldo Nogari Júnior</title>
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      <description>by Arnaldo Nogari Jr.</description>
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      <pubDate>2018-06-29 23:53:52 UTC</pubDate>
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         <title>Direct Approach (1920-1930)</title>
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         <description><![CDATA[<div>- This teaching method enhanced the use of the target language. Teachers used direct reference to objects or concepts in order to avoid the mother tongue.</div>]]></description>
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         <pubDate>2018-06-29 23:55:58 UTC</pubDate>
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         <title>Oral-Situational Approach (1960s) </title>
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         <description><![CDATA[<div>- This method insisted on learning language situationally. Concrete objects, pictures, realia, charts and flashcards were widely used in the classroom to promote real life contexts.</div>]]></description>
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         <pubDate>2018-06-29 23:56:55 UTC</pubDate>
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         <title>Silent Way (1970s)</title>
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         <description><![CDATA[<div>- This teaching method avoided the use of the mother tongue in the classroom. The teacher made use of several visual aids, like colored wooden rods, set of wall charts containing useful vocabulary, color coded phonetic charts, tapes or discs, films drawing and pictures, worksheets and transparencies.</div>]]></description>
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         <pubDate>2018-06-29 23:57:28 UTC</pubDate>
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         <title>Natural Approach (1980s)</title>
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         <description><![CDATA[<div>- In this method, students were not expected to produce out immediately; they should go throught a perid of understanding first. Magazine pictures and other visual and kinesthetic aids were used as an elicitation devide in the listening comprehension and early production stages.</div>]]></description>
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         <pubDate>2018-06-29 23:58:14 UTC</pubDate>
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         <title>Total Physical Response (1970s)</title>
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         <description><![CDATA[<div>- It's involved a lot of physical maniputalion and action in order to imitate the way 1L is acquired. Teacher's words followed by actions served as visual aid, as well as large pictures.</div>]]></description>
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         <pubDate>2018-06-29 23:58:54 UTC</pubDate>
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         <title>Communicative Language Teaching (1980s)</title>
         <author>anogari22</author>
         <link>https://padlet.com/anogari22/iky2qfaf6rme/wish/269005561</link>
         <description><![CDATA[<div>- It puts much of the emphasis on the need for real life objects or texts to give authenticity to the communicative situation.</div>]]></description>
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         <pubDate>2018-06-29 23:59:30 UTC</pubDate>
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         <title>Socio-comunicative Approach (1980s-1990s)</title>
         <author>anogari22</author>
         <link>https://padlet.com/anogari22/iky2qfaf6rme/wish/269005572</link>
         <description><![CDATA[<div>- It emphasizes the social aspect of language acquisition; learning a language is viewed as a process of apprenticeship or socialization into particular discourse communities. From this perspective, students need to be given maximum opportunity for authentic social interaction, not only to provide comprehensible input but also to give students practice in the kinds of communication they will later engage in outside the classroom.</div>]]></description>
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         <pubDate>2018-06-29 23:59:56 UTC</pubDate>
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         <pubDate>2018-06-30 00:03:27 UTC</pubDate>
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         <pubDate>2018-06-30 00:16:11 UTC</pubDate>
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