The Language Learning Methodologies

The Language Learning Methodologies

English as a foreign language

Presentation By Ángela da Cuña Alonso

List of Contents

Introduction

Long-established methodologies

Prevalent trends

ICT tools to teach English language and literature

Conclusion

introduction

Welcome to this presentation on the evolution of Second Language Acquisition methodologies, from the Grammar-Translation Method to the latest trends. We will explore the characteristics of each approach and, additionally, highlight the extensive use of ICT tools in teaching English language and literature.

01

The Grammar-Translation Method

Long-established methodologies

The Grammar-Translation Method

Characteristics

• Translations as a learning tool, used as a method for learning vocabulary and grammar structures. Students often memorise lists of words with their translations.
• Thematic tests: assessments are based on thematic tests focussing on specific grammar points or vocabulary. This method breaks language into separate parts instead of seeing the language as a whole.
• Mother tongue used to explain grammar concepts or clarify instructions instead of immersive language learning approaches.

• Focus on Grammar and Translation rules between the target language (English) and the native language of the learners.
• Teacher-Centred Approach delivering explanations and content and leaving minimal student interaction or group work.
• Use of textbooks and written material. The learning process involves reading from textbooks, dictionaries and workbooks, followed by exercises to practise grammar rules and translation.
• Limited speaking and listening practice since students focus on written texts and exercises.

LIMITATIONS

EXAMPLE

02

The Direct Method

Long-established methodologies

The Direct Method

Characteristics

• Repetition and practice. Precision in pronunciation and grammar is encouraged through repetition and practice. The method aims to replicate the natural language acquisition process by exposure to language input in daily situations.

• Total immersion in the target language. Lessons are conducted entirely in the target language, with no use of the learner's native language. Teacher as model for language including speaking, writing, gestures and facial expressions.
• Emphasis on communication. The focus is on oral communication, the activities are designed to encourage speaking and listening skills. Visuals, realia and toys are used to facilitate learning and associate ideas.

LIMITATIONS

EXAMPLE

03

The Natural Approach

Long-established methodologies

The Natural Approach

Characteristics

• Self-monitoring and correction. Students are encouraged to monitor their own language performance and self-correct based on their knowledge. Positive corrections and repetition of correct language are also employed.
• Comprehensible input. Language must be scaffolded according to their current level of proficiency.

• Focus on communication. Comprehension precedes production and language production emerges naturally as the learning process takes place.
• Acquisition vs. Learning. Language acquisition occurs naturally like a native speaker, whereas language learning involves cognitive effort and metacognition.
• Natural order of learning. There are different stages, with learners making mistakes along the way until they reach proficiency. The approach emphasises gradual progression according to the natural order of learning.

LIMITATIONS

EXAMPLE

04

The Audio-Lingual Method

Long-established methodologies

The Audio-Lingual Method

Characteristics

• Technology integration. Use of language laboratories with individual compartments equipped with headphones and microphones for listening practice and recording. Modern adaptations use technology for interactive exercises, group work and less stressful learning environments.

• Behaviourist principles. This method emphasises positive reinforcement for correct language use and repetition.
• Oral skills focus. The teacher model and learners produce correct responses. Errors are not permitted, and there is a strong emphasis on habit formation.
• Structural linguistics influence. Organise language into commonly used structures. Learners are directed to compare the target language with their native language to reduce confusions and errors.

LIMITATIONS

EXAMPLE

05

The Montessori method

Prevalent trends

The Montessori method

Characteristics

• Guided discovery. Teachers are guides, present materials to children based on observation and provide models of good behaviour without correction or punishment, allowing children to explore and learn at their own pace.
• Environment as a third teacher. The classroom environment is designed to support learning, with accessible materials, spaces and a cosy atmosphere representing a “little house”.
• Reality-based learning. Materials and activities focus on real-world concepts and experiences.
• Integration of language learning. English can be taught alongside other activities such as music, songs, role-plays, without conflict with students’ native languages.

• Child-centred approach. Emphasise observation of children’s behaviour and progress. Teachers as facilitators of learning rather than leading it.
• Self-directed learning. Children have freedom of movement and choice within a prepared environment, engaging in activities designed across different areas.
• Practical life skills. Children learn practical life skills through activities like cooking, cleaning and caring for themselves and their environment, developing independence and responsibility.
• Collaborative learning. Children of different ages work together in a family atmosphere, older students helping younger-ones, promoting collaboration and a sense of community.
• Normalisation. Positive behaviours such as respect, empathy and self confidence, becoming ideal citizens.

EXAMPLE

LIMITATIONS

06

The Waldorf method

Prevalent trends

The Waldorf method

Characteristics

and routine (predictable daily activities following with seasonal changes), and home-like environment.

• Rich oral communication. Teachers use articulate speech, songs, poems and storytelling to enhance language skills and imagination.
• Non-assertive learning environments. Sensory focused rather than intellectual or didactic, allowing space to create and project.
• Purposefully incomplete materials. Encouraging children to assign their own meanings, promoting creativity.
• Storytelling and self-expression. Creation of objects from natural materials and inventing stories, leading to improve self-expression and language practice.

• Holistic Child Development. It considers child’s developmental stages, emotions, attachments, and reactions.
• Imagination and creativity. Encouraging students’ imaginative and creative abilities.
• Developmental phases. Recognises stages in a child’s growth, especially the transition from imitation to developing a sense of authority around age nine.
• Artistic and creative thinking. Highly encouragement of creative thinking and artistic activities.
• Play-based learning. Through active play (indoor and outdoor), story time (daily stories using puppets, retell and react them), natural materials (use of open-ended, interactive and non representational materials to stimulate imagination), rhythm

EXAMPLE

LIMITATIONS

07

The Reggio Emilia method

Prevalent trends

The Reggio Emilia method

Characteristics

• Artistic and creative focus. Children are encouraged to explore a variety of materials and express themselves through multiple “languages” such as art, music, movement and play.
• Project-based learning. Projects are designed following children’s interests which include exploration and are documented to reflect their learning process.
• Respect for individuality. Respect children’s pace and interests, supporting their natural curiosity and encouraging them to develop their own understanding and knowledge.
• Community integration. Integrates the wider community into the learning process, reflecting the belief that education should be a communal and cultural experience.

• Family involvement. Emphasises involvement of families in the educational process, considering them vital to the child’s learning experience.
• Child-centred learning. Children are protagonists of their own learning, making them central to the educational process and allowing them to explore and discover at their own pace.
• Environment. Classrooms “ateliers” are designed to be calm and appealing, with natural light. Materials are accessible to children, encouraging exploration and creativity.
• Teacher as facilitator. Teachers often present arts backgrounds and facilitate, rather than direct, learning. They observe and support children’s interactions with materials.

LIMITATIONS

EXAMPLE

08

The CLIL method

Prevalent trends

The CLIL method

Characteristics

• Communication and adaptability. Flexible approach that combines language, content and methodology.
• Formative and summative assessments. These are aligned with curriculum goals and student needs.
• Environment. Non-threatening, practical, experimental and motivating learning environment.

Content and Language Integrated Learning (CLIL)

• Specific subject. Teaching arts, maths or science through English as a second language.
• Content learning. Integrates language learning through content, making it highly communicative and meaningful.
• Trained teachers. Teachers must be proficient in both: the language and the subject being taught.

EXAMPLE

LIMITATIONS

ICT tools to teach English language and literature

ICT tools to teach English language and literature

ICT to teach English as Second Language

Parental Involvement and Supervision

Storytelling Apps

E-books

Digital storytelling through tools like Movie Maker engages students by blending traditional literacy with new media skills, while educational videos captivate attention and enhance learning through repeated viewing and emotional connections to characters.

Apps on devices like iPads improve literacy skills through interactive content, including alphabet matching, phonics games, and storytelling. Digital book creation tools like Storyjumper (text, voice, and sound effects), Storybird (art-inspired stories), and Cuadernia (useful for English skills) also support literacy development.

ICT improves vocabulary and grammar while promoting motivation, participation and diverse learning strategies. It promotes functional English usage, moving from traditional methods to digital tasks. ICT supports literacy through parent-child interaction.

Ensuring the content is educational and watched under parental supervision, combined with active parental involvement in children's digital activities, enhances learning outcomes

Advantages

Disadvantages

Conclusions

Methodologies

ICT USE

There is no perfect methodology, the optimal approach is to combine different methods depending on the student's needs.

A balanced approach to ICT in education involves parental supervision and guidance to prevent negative effects, ensuring children have access to both digital tools and traditional tactile materials like books and toys for holistic development. Active parental participation in technology use maximizes positive outcomes and minimizes risks.

The CLIL method is highlighted over other methodologies because of its flexibility and ability to integrate the best aspects of various teaching strategies. It supports comprehensive language acquisition by combining content and language learning, making it adaptable to different educational settings. CLIL is particularly effective in engaging young learners through interactive activities, routines, and storytelling, thus promoting both linguistic and cognitive development.

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Disadvantages

Disadvantages of ICT in early childhood education include negative cognitive and academic impacts from excessive TV viewing, attention problems, health issues such as obesity from sedentary computer use, and the risk of children becoming isolated or engaging in risky online behaviours without proper parental supervision.

Limitations

Affective filter hypothesis. The emotional state of learners has an impact on language acquisition. A relaxed, non-threatening environment is crucial for successful language learning, anxiety or stress can affect progress.

Limitations

It requires teachers to be highly skilled in both the subject and the second language, necessitating specialised training. Effective implementation demands careful adaptation to students' cognitive and language levels, continuous assessment, and collaboration with other educators.

Limitations

There are certain limitations to its effectiveness in second language acquisition, particularly in non-immersive environments. Teachers could change classroom instructions with digital materials and promote universal learning. There is a preference for native English speakers as teachers, although non-native proficient teachers can be equally effective.

Limitations

Limited use of modern technology in the classroom which could be a disadvantage in an increasingly digital world.

Limitations

No room for fantasy or digital resources since learning is based on reality.

Advantages

ICT in early childhood education uses children's natural tech skills, promoting communication, collaboration, and creativity through high-quality software. Teachers should guide parents in smart ICT use at home, as parental involvement enhances learning outcomes. Rich home learning environments (HLEs) significantly support educational achievement, especially when parents are actively engaged.

Limitations

Not suitable for young learners. Adaptations of the method may incorporate good-quality audio input and encourage meaningful repetitions through songs, rhymes and dramatisations. However, the use of reward and punishment practises is not advised for young language learners.

Limitations

This method is not very successful because it mainly focuses on memorization of grammar rules and vocabulary through translation, forgetting practical communication skills such as speaking and listening. This approach leads to passive learning, limited language proficiency, and difficulty in applying language knowledge in real-life contexts. It could only be useful if the right strategies are applied and combined with more effective methodologies.

Limitations

This method lacks a guiding figure or methodology, leading to inconsistencies in implementation. Additionally, the approach's reliance on active parental involvement can be challenging for families unable to commit the necessary time and resources. This method also requires highly trained teachers with a background in the arts, which can be difficult to ensure across all educational settings.