Sociocultural Perspectives on Language Teaching
Action approach
Language as Ideology Using language in an action-oriented approach
FOCUS Learners of a language who have tasks to accomplish
Tasks and activitesTasks: Necessary action to achieve a result Strategies: Action choosen to carry out a task
Text: Discourse related to a domain
Domains: Public, personal, educational and Occupational
Some activities Reception and production. Mediation and interaction
Project-based Learning (PBL)
Communicative Language Teaching (CLT)
Some requirements
ContextThe details of project work are largely dependent on contextual factors, language program objectives, and available resources.
FOCUS Use of a language in a social context.
Language as Discourse Active learners in the negotiation of meaning
Structure Designed to maximize language, content, and real-life skill learning.
Components of curriculum
Some activities Roleplay , Communicative games, pair work, small group activites
Language as Ideology Language as a tool to action.
- Teacher's guidance and feedback
- Teacher's engagement.
- Raksjs with some degree of challenge
Learner's role Social agents who play an active role on their learning by doing some tasks
- Language arts
- Language for a purpose
- My language is me : Personal English language use
- You be, I'll be ; theater arts
- Beyond the classroom
Learning-Centered Learning occurs in a non-linear way by doing action-oriented activities.
Teacher's role Resource and guide. Helps their students with their tasks.
Teacher's role Facilitator and guide. They help their students create the enviroment to develop their projects
Learning-Centered Learner communicative needs and goals as first step
Learner's role Active role. Autonomy and team work are essential to carry on their project
Learner's role Takes an active role on the process of their language learning
Learner-Centered Learner communicative needs and goals as first step
Teacher's role Resource and guide. Identify learners needs.
Task-based Language Teaching (TBLT)
Language as discourse The intention is to convey meaning rather than form.
FOCUS Learners of a language who interact in the target language to complete task
Goals Every task should have a goal. That means a purpose
Characteristics of Tasks Meaning is primary Not others people meaning Comparable real world activities Task completition has priority The assestment of the task is in a source of an outcome
Learner's role The learner must take responsability in their own language learning process
Learning-Centered Learning occurs in a non-linear way by doing tasks in the target language
Teacher's role Facilitator and guide. They help students during their task.
Content-based Instruction (CBI)
Whole Language
FOCUS Learners who are beggining to develop language
Rationale Using the target language to learn different subjects matter, learning the language in the process
Language as Discourse Learners make significant connections with reality and are encouraged to read and write
Main characteristics
Some activities Reading, writing, listing, making notes, elaborating significant texts
Strategies
- Modifying Input,
- Using contextual cues
- Checking for understanding
- Designing appropiate lessons
Language as Ideology The language serves as a medium to learn another subject.
Some models.
- Total Immersion
- Partial Immersion
- Sheltered Courses
- Adjunct Model
- Theme-Based Courses
- Language classes with frequent use of content.
- Phonemic awareness
- Language connections
- Meaningful contexts
- Learning about the world
- Developping motivation to read and write
Postmethod pedagogy
Teacher's role Guides the whole process and has absolute power over the material and the development of the courses
Learner's role Active role. The students make sense of the skills they're using
Learner-Centered Learner's motivation, skills and perspectives are fundamental
Language as a tool Using language collaboratively and strategically
Parameters
Learning-Centered Learning occurs in a non-linear way by learning another subject in the SL
Learner's role Active role as they are the one not only managing language but the content.
Some activities
FOCUS Learners of a language who create their own learning strategies
communication, research, collaboration incorporation of successful student learning strategies.
Teacher's role Resource and manager. The teacher manages the information of the content.
- Particularity: Makes a context-sensitive language education
- Practicality: Teacher's ability to come up with a strategy
- Possibility: Experiences teachers use in the classroom
Learner's role
Learner-Centered Learner communicative needs and goals as first step
Teacher's role Teachers tend to be intuitive and eclectic in order to avoid limitations of methods..
Active role. Develops learning strategies which lead them to achieve their learning autonomy.
Cristian Cuervo & David Montoya - Trends II
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Transcript
Sociocultural Perspectives on Language Teaching
Action approach
Language as Ideology Using language in an action-oriented approach
FOCUS Learners of a language who have tasks to accomplish
Tasks and activitesTasks: Necessary action to achieve a result Strategies: Action choosen to carry out a task Text: Discourse related to a domain Domains: Public, personal, educational and Occupational
Some activities Reception and production. Mediation and interaction
Project-based Learning (PBL)
Communicative Language Teaching (CLT)
Some requirements
ContextThe details of project work are largely dependent on contextual factors, language program objectives, and available resources.
FOCUS Use of a language in a social context.
Language as Discourse Active learners in the negotiation of meaning
Structure Designed to maximize language, content, and real-life skill learning.
Components of curriculum
Some activities Roleplay , Communicative games, pair work, small group activites
Language as Ideology Language as a tool to action.
Learner's role Social agents who play an active role on their learning by doing some tasks
Learning-Centered Learning occurs in a non-linear way by doing action-oriented activities.
Teacher's role Resource and guide. Helps their students with their tasks.
Teacher's role Facilitator and guide. They help their students create the enviroment to develop their projects
Learning-Centered Learner communicative needs and goals as first step
Learner's role Active role. Autonomy and team work are essential to carry on their project
Learner's role Takes an active role on the process of their language learning
Learner-Centered Learner communicative needs and goals as first step
Teacher's role Resource and guide. Identify learners needs.
Task-based Language Teaching (TBLT)
Language as discourse The intention is to convey meaning rather than form.
FOCUS Learners of a language who interact in the target language to complete task
Goals Every task should have a goal. That means a purpose
Characteristics of Tasks Meaning is primary Not others people meaning Comparable real world activities Task completition has priority The assestment of the task is in a source of an outcome
Learner's role The learner must take responsability in their own language learning process
Learning-Centered Learning occurs in a non-linear way by doing tasks in the target language
Teacher's role Facilitator and guide. They help students during their task.
Content-based Instruction (CBI)
Whole Language
FOCUS Learners who are beggining to develop language
Rationale Using the target language to learn different subjects matter, learning the language in the process
Language as Discourse Learners make significant connections with reality and are encouraged to read and write
Main characteristics
Some activities Reading, writing, listing, making notes, elaborating significant texts
Strategies
Language as Ideology The language serves as a medium to learn another subject.
Some models.
Postmethod pedagogy
Teacher's role Guides the whole process and has absolute power over the material and the development of the courses
Learner's role Active role. The students make sense of the skills they're using
Learner-Centered Learner's motivation, skills and perspectives are fundamental
Language as a tool Using language collaboratively and strategically
Parameters
Learning-Centered Learning occurs in a non-linear way by learning another subject in the SL
Learner's role Active role as they are the one not only managing language but the content.
Some activities
FOCUS Learners of a language who create their own learning strategies
communication, research, collaboration incorporation of successful student learning strategies.
Teacher's role Resource and manager. The teacher manages the information of the content.
Learner's role
Learner-Centered Learner communicative needs and goals as first step
Teacher's role Teachers tend to be intuitive and eclectic in order to avoid limitations of methods..
Active role. Develops learning strategies which lead them to achieve their learning autonomy.
Cristian Cuervo & David Montoya - Trends II