What was your second or foreign

language learning experience?

How would you characterize your

teachers’ teaching method(ology)?

How effective was it for you?

SELF REFLECTION

Presented

at Teachers Camp

in Baguio Ci ty

on May 20, 2017

by Engl ish

Language Fel low

Char l ie Lavin

METHODOLOGIES

IN LANGUAGE

EDUCATION

What is the best/most

effective method(ology)

in language education?

$1,000,000 QUESTION

LONGMANDICTIONARY OFLANGUAGETEA CHING& A PPLIEDLINGUISTICSJack C. RichardsRichard Schmidt

FOURT HE D I T I O N

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DIC

TION

AR

Y O

FL

AN

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ET

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CH

ING

&A

PP

LIE

DLIN

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ISTIC

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FOURT HE D I T I O N

RichardsSchmidt

LONGMANDICTIONARY OFLANGUAGETEA CHING& A PPLIEDLINGUISTICS

CVR_RICH8255_04_SE_CVR.indd 1 7/4/10 15:41:31

LANGUAGE EDUCATION

Approach

Method

Technique

APPROACH

the theory, philosophy and

principles underlying a particular

set of teaching practices.

METHOD

a way of teaching a language which is

based on systematic principles and

procedures, which is an application of

views on how a language is best taught

and learned and a particular theory of

language and of language learning.

TECHNIQUE

a specific procedure for carrying out

a teaching activity

Historical Approaches & “Designer” METHODS

Natural Approach

Series Method

Grammar Translation

Method Classical Method

Audio-lingual Method

Direct Method

Community Language Learning

Suggestopedia

Silent Way

TPR: Total Physical

Response Communicative

Language Teaching, or CLT

METHODOLOGY

the study of the practices and procedures

used in teaching, and the principles and

beliefs that underlie them

such practices, procedures, beliefs themselves

HUMAN SPEEDOMETERS

GRAMMAR

LANGUAGE CLASSES SHOULD FOCUS ON:

MEANING

TRANSLATE

FROM THE L1

IT IS BETTER FOR A STUDENT TO:

THINK

DIRECTLY IN

THE L2

FREQUENTLY,

FREELY

A teacher’s feedback to the student

should be given:

INFREQUENTLY,

CAUTIOUSLY

LONG-TERM

LANGUAGE LEARNERS NEED REWARDS:

IMMEDIATE

GENTLE &

EMPATHETIC

WITH NEW LANGUAGE LEARNERS,

TEACHERS MUST BE:

TOUGH &

DEMANDIN

G

INTUITION

STUDENTS LEARN BEST BY USING:

ANALYSIS

ACCURACY

LANGUAGE CLASSES SHOULD PLACE

MORE EMPHASIS ON:

FLUENCY

COGNITIVE PRINCIPLES

Automaticity

Meaningful learning

Anticipation of reward

Intrinsic motivation

Strategic investment

AFFECTIVE PRINCIPLES

Language ego

Self-confidence

Risk-taking

Language-culture connection

LINGUISTIC PRINCIPLES

Native language effect

Interlanguage

Communicative competence

“Good Language Learner” Characteristics/

habits to foster in our classrooms:

Lower inhibitions

Encourage risk-taking

Build students’ self-confidence

Facilitate intrinsic motivation

“Good Language Learner” Characteristics/

habits to foster in our classrooms:

Promote cooperative learning

Encourage ambiguity tolerance

Allow “mistakes” to do their job

Get students to set their own goals

What is your students’ second or

foreign language learning experience?

How would your characterize your

teaching method(ology)?

How effective is it for your students?

SELF REFLECTION

REFERENCES & RESOURCES B r ow n , H .D . ( 2 0 0 2 ) . E n g l i s h L a n g u a g e Te a c h i n g i n t h e “Po s t - M e t h od ” E r a : Towa r d B e t te r

D i a g n o s i s , Tr e a t m e n t , a n d A s s e s s m e n t . I n J . R i c h a r d s & W. Re n a n d y a ( E d s . ) , M e t h o d o l o g y i n

L a n g u a g e Te a c h i n g ( 9 - 1 8 ) . C a m b r i d g e U n i ve r s i t y P r e s s .

H a r m e r, J . ( 2 01 5 ) . T h e P r a c t i c e o f E n g l i s h L a n g u a g e Te a c h i n g ( 5 t h e d . ) . E s s ex : Pe a r s o n

E d u c a t i o n L i m i te d .

L ew i s , M . ( 1 9 9 3 ) . T h e L ex i c a l A p p r oa c h . L ang u ag e Te ac h i ng P r o d u c t i o ns .

M a l ey , A . ( 2 01 3 ) . W i n n o w i n g t h e p a s t : to w a r d s a p r i n c i p l e d e c l e c t i c i s m . I n J . A r n o l d a n d T.

M u r p h y ( E d s . ) , M e a n i n g f u l A c t i o n : E a r l S tev i c k ' s I n f l u e n c e o n L a n g u a g e Te a c h i n g . C a m b r i d g e

U n i ve r s i ty P r e s s .

Pe n ny c o o k , A . ( 1 9 9 8 ) . E n g l i s h a n d t h e D i s c o u r s e s o f C o l o n i a l i s m . Ro u t l e d g e .

R i c h a r d s , J . , & Ro d g e r s , T. ( 2 0 01 ) . A p p r o a c h e s a n d M e t h o d s i n L a n g u a g e Te a c h i n g ( 2 n d e d ) .

C a m b r i d g e U n i ve r s i ty P r e s s .

S c r i ve n e r , J . ( 2 01 1 ) . L e a r n i n g Te a c h i n g : T h e E s s e n t i a l G u i d e to E n g l i s h L a n g u a g e Te a c h i n g ( 3 rd

e d . ) . L o n d o n : M a c m i l l a n E d u c a t i o n .

S wa n , M . ( 2 01 1 ) . T h i n k i n g a b o u t L a n g u a g e Te a c h i n g : S e l e c te d A r t i c l e s . O x fo r d U n i ve r s i ty

P r e s s .

T i m m i s , I . ( 2 01 2 ) . S p o ke n L a n g u a g e Re s e a r c h a n d E LT: W h e r e a r e w e n ow ? E LT J o u r n a l , 6 6 ( 4 ) .

RELOManila@state.gov

QUESTIONS & COMMENTS