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Epistemological framework and theoretical approaches to the curriculum, 4…
Epistemological framework and theoretical approaches to the curriculum
The Overview of Curriculum, in Language Teaching related to approach, procedure, and design.
Language teaching in the 20th century was characterized by frequent change and innovation.
The foundations of contemporary approaches to language teaching were developed during the 20th century.
The emergence of methods
Systematic set of teaching practices
Based on a particular theory
The search for better methods was a concern of many teachers and linguists.
They were based on the developing fields of linguistics and psychology.
A brief history or early developments in language teaching
The Influence of Latin
We live in a bilingual and multilingual world
Today English is the most studied foreign language in the world.
500 years ago Latin was the dominant language of education.
The Direct Method
Gouin had been one of the first reforms of the 19th century.
He attempted to build a methodology around the observation of children's language learning.
The nature of approaches and methods in language teaching
Techniques and procedures have reflected answers to many historical questions used in the classroom.
Theories derived from linguistics and psychology were used to develop a philosophical basis.
Approach and Method
Henry Sweet, Otto Jespersen, and Harold Palmer, elaborated theoretically responsible principles and approaches to language design.
Anthony models server as a useful way of distinguishing between different degrees of attraction and specificity
Approach
Following Anthony, approach refers to theories about the nature language learning
Serves as the source of practices and principles in language teaching.
Theory of language
Language is a very complex phenomenon
There are several language models
cognitive, structural, functional,
genre, lexical models
The oral approach and situational language teaching
The origin this approach began with the work of British applied linguists in the 1920s and 1930s.
Vocabulary selection
Grammar control
The PPP lesson format
The Audiolingual Method
The objective of the army programs was for students to attain conversational proficiency
In a variety of foreign languages.
Theory of learning
Stimulus – organism – response behavior
Reinforcement
behavior likely to occur again become and a become habit
Not reinforcement
Behavior not likely to occur again
The different stages to design a program material
Course
An integrated series of teaching-learning experiences.
Its primary objective is to lead learners to a particular state of knowledge.
Syllabus
It is the material to be taught at different levels.
Taking into account the amount of time devoted to teaching.
Articulating your beliefs and defining the context
Could be considered as the basis for the processes to follow when organizing a program material.
Stages
:
Structural
Grammatical and phonological structures are the organizing
Situational
Situations form the organizing principle sequenced
Brown (1995) presents a modified view of three syllabuses that were covered by McKay (1978)
Topical
Topics or Themes
Functional
Functions
Notional
Conceptual categories called notions
Skills
Listening for gist, each activity requires a skill
Task
Task or activity-based categories
Richards (2005) claim that a functional syllabus parallels the grammar syllabus in the course.
The problem for course planners is that they must take into account that language is infinite, but a syllabus must be finite.
Organizing the course
Depends on a number of factors which include:
The course content, your goals and objectives
your past experience, your students´ needs
your beliefs and understandings, the method or text and the context
Language Testing
Tests can be used to drive a program and shaping the expectations of the students and their teachers
Materials
According to your goals and objectives and the focus of your curriculum.
Evaluation
formative by defining it as a matter of improving the course programs
Summative as the determination of the effects of a program that has come to an end.
Current approaches and methods
The description approaches and methods up to the present time.
Describe some of the directions mainstream language teaching has followed.
Since the emergence of communicative methodologies in the 1980s.
Communicative language teaching
There are two sources that interact and shape the teaching field:
the first deals with the profession and reflects the changing state of English in the world.
Policies and practices are not providing an adequate response to the problem.
The second source begins in the teaching profession.
English teachers undergo periodic waves of renewal.
Communicative language known as (CLT) is a good example as a paradigm shift.
Criticisms of CLT
Take several different forms:
It promotes fossilization
It reflects native speakerism
It’s not applicable in different cultures of learning
Content based instruction and content language integrated learning CLILL **
It is organized with respect to the content that students will acquire.
The students learn language and content at the same time.
Instruction is content-based to describe programs of this type.
CBI and CLIL are part of a growing trend in many parts of the world to use English as a medium of instruction
Whole languague
The term was created in the 1980s.
By a group of American educators concerned with teaching.
Focus related to reading and writing.
Whole language movement developed as a reaction to teaching methods.
Text – Based Instruction**
TBI: is an approach that is based on the following principles:
Teaching explicitly about structures and grammatical features
Linking spoken and writen texts to the social and cultural
Providing students whit guided practice.
The lexical approach
Is a way of analyzing and teaching language based on the idea that it is made up lexical units rather that grammatical structures.
Multiple Intelligences
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