THE PARTICIPATORY APPROACH :red_flag:, 05f8ae9d4c2fb5239bac4cec0d313b80 ,…
THE PARTICIPATORY APPROACH :red_flag:
Its approach is geared towards planning and conducting the research process with those people whose life-word and meaningful actions are under study.
It is based on solving the learner's problems in real life, using the target language as a tool for this purpose. Learners bring their outside problems into class.
The curriculum is based on the demand and needs of the learner
The curriculum is relatable to the students
Participant share experience
The curriculum always needs to be changed from time to time
Started in 1980s
-Similarity: work on meaningful contents
-Difference: nature of content
Originated with the work of Paulo Freire
Curriculum is the result of problem-posed process
Teachers use relevant content to students' lives
Its goal is to help students to understand the social, historical, or cultural forces that affect their lives, and then to help empower students to take action and make decisions in order to gain control over their lives.
Students are motivated; the teacher is co-learner
A goal of the Participatory Approach is for students to evaluate their own learning and to increasingly direct it themselves.
Students can create their own materials, which, in turn, can become texts for other students.
Focus on linguistic form occurs within a focus on content.
Language teaching occurs with texts that the students have co-constructed.
When knowledge is jointly constructed, it becomes a tool to help students find a voice; and by finding their voices, students can act in the world.
What happens in the classroom should be connected with what happens outside.
Education is most effective when it is experience-centered when it relates to students’ real needs.
The curriculum is not a predetermined product, but the result of an ongoing context-specific problem-posing process.
In the Participatory Approach, teachers and students dialogue about issues in the students’ lives that relate to their power and the power of others. Students are encouraged ‘to perceive critically the way they exist in the world with which and in which they find themselves (Freire 1970: 64).
Problem posing helps students to understand the social, historical, and cultural forces that shaped the context in which they live, and then helps empower them to take action and make decisions in order to gain control over their lives in that context.