THE APPROACHES

FOR LANGUAGE
ARTS TEACHING
Group 4
COMMUNICATIVE
Lei Nate
 COMMUNICATIVE APPROACH
- is based on the idea that learning
language successfully comes
through having to communicate
real meaning. When learners are
involved in real communication,
their natural strategies for language
acquisition will be used, allowing
them to learn to use the language.
 COMMUNICATIVE APPROACH
- According to CLT, the goal of
language education is the ability to
communicate in the target
language.

- Encourage learners to incorporate

their personal experiences into their
language learning
 COMMUNICATIVE APPROACH
- Communicative Language Teaching was born
out of a void created by dissatisfaction for the
Grammar-Translation and Audio-Lingual Method,
as well as Situational Language Method.

- CLT originated in Europe in the 1970's with the

aim of making language instruction responsive to
the communicative, functional demands of the
learners.
PRINCIPLES RELATED TO COMMUNICATIVE
LANGUAGE TEACHING

1.) Learner-centered Teaching

the learner is the center of teaching where
techniques that focus on learners’ needs, goals
and styles; give some control to the students;
allow students’ creativity and innovation; and
enhance sense of competence self-worth
PRINCIPLES RELATED TO COMMUNICATIVE
LANGUAGE TEACHING

2.) Cooperative Learning

language learning emphasize collaborative

efforts of students working together to pursue
objectives. Students work together in pairs or
in groups. Teamwork is evident in choice of
techniques and in evaluating progress.
PRINCIPLES RELATED TO COMMUNICATIVE
LANGUAGE TEACHING

3.) Interactive Learning

focuses on the active participation of the

student in the learning process. (Ex:
performing classroom tasks , producing
language for meaningful communication,
and practicing oral communication.
PRINCIPLES RELATED TO COMMUNICATIVE
LANGUAGE TEACHING

4.) Whole Language Education

views language as a holistic entity,
emphasizing the interconnectedness of
the five macroskills, where children learn
by encountering words within meaningful
contexts rather than focusing on isolated
phonics sounds alone.
PRINCIPLES RELATED TO COMMUNICATIVE
LANGUAGE TEACHING

5.) Content-centered Education

the study of language and subject matter
at the same time with the form and
sequence of language presentation
depending on content material. This is
the contrast of teaching language skills in
isolation from content or subject matter.
PRINCIPLES RELATED TO COMMUNICATIVE
LANGUAGE TEACHING

6.) Task-based Learning

learning is focused on tasks. The learning

process is a set of communicative tasks
the completion of which leads to the
realization of learning goals such as
communicative competence.
 MAIN FEATURES AND TECHNIQUES OF
COMMUNICATIVE LANGUAGE TEACHING
1.) Meaning is paramount.
2.) Dialogues, if used, enter around communicative
functions and are not normally memorized.
3.) Contextualization is a basic premise.
4.) Language learning is learning to communicate and
effective communication is sought.
5.) Drilling may occur, but peripherally.
 MAIN FEATURES AND TECHNIQUES OF
COMMUNICATIVE LANGUAGE TEACHING
6.) Comprehensible pronunciation is sought.
7.) Translation may be used where students need or
benefit from it.
8.) Reading and writing can start from the first day.
9.) Communicative competence is the desired goal
10.) Teachers help learners in any way that motivates
them to work with the language.
11.) Students are expected to interact with other people.
LANGUAGE SCAFFOLDING
Gemarie Joy Sisante
Scaffolding theory was first introduced in
the late 1950s by Jerome Bruner, a
cognitive psychologist. He used the term
to describe young children’s oral
language acquisition. As young children
are first learning to speak a language,
their parents and caregivers provide
informal frameworks that facilitate the
children’s learning.
 Teachers and other adults modify their
language to match the language level of
students. This type of modification is called
“scaffolding”. All students (including
adults) learn better when the teacher
scaffolds or adjusts his/her instruction to
the level of the student.
"The process of photosynthesis involves the conversion of light energy into
chemical energy, which plants then store and use to fuel their growth."

For a deaf student with limited language skills, an interpreter might scaffold this by
simplifying the language:

"The process of photosynthesis is how plants make food. They use sunlight to help
them grow."

The interpreter might also add an explanation:

"Photosynthesis is like the plant’s way of eating. The sunlight helps the plant turn
into food that helps it grow."

In this way, the interpreter adjusts the complexity of the language, adds
clarifications, and provides extra context to ensure the student understands the
concept. This support is gradually reduced as the student’s language skills improve.
 Scaffolding techniques when used
strategically and correctly does take
time, but it is well worth it! Through
scaffolding, English Language Learners
are given the opportunity and the
necessary support to acquire language
while meeting rigorous academic
standards
 Here are some benefits of scaffolded instruction:

1. Students experience a supportive learning

environment
2. Students feel free to ask questions, provide feedback,
and support their peers
3. Teachers become facilitators of knowledge rather than
content “experts”
4. Students take a more active role in learning
5. Students are able to take ownership of the learning
and their classroom as a community of learners
TWO TYPES OF SCAFFOLDS
 1. Verbal Scaffolds
How information is verbally presented or explained to
the students during instruction. Here are ways to
provide verbal scaffolds:
 Model the “think-a-loud”
 Slow your speech and enunciate
 Reinforce contextual definitions
 Simplify questions
 Engage in read-alouds in which you model correct
pronunciations and prosody
 2. Procedural Scaffolds
Tools and resources to support the students as they gain access
to the learning. Here are ways to provide procedural scaffolds:
 Provide explicit modeling through visuals, gestures, and realia
 Allow for visual tools (organizers) as students manipulate
information
 Use wait-time when asking questions to give all students an
opportunity to respond
 Provide discussion prompts (sentence frames) to support
discussions
 Allow students to collaborate with other students often as
they discuss the learning
 DISADVANTAGE OF SCAFFOLDING
1. Time-Consuming: Implementing scaffolding strategies can take more time in lesson
planning and delivery, as teachers need to provide individualized support.
2. Over-reliance: If not carefully managed, students may become too dependent on
scaffolding and struggle when the support is removed, hindering their ability to work
independently.
3. Resource Intensive: Effective scaffolding often requires additional resources like visual
aids, manipulatives, or technology, which may not always be available or feasible in every
learning environment.
4. Teacher Expertise Required: Teachers need to be skilled in recognizing when and how to
adjust scaffolding. Without proper training or experience, scaffolding may not be effective
or may be misused.
5. Inconsistent Application: In a classroom with many students or varying levels of ability, it
may be difficult to provide the same level of support to everyone, leading to
inconsistencies in how scaffolding is applied.
COOPERATIVE LEARNING
Yniza Mikaela Ramos
Cooperative Language Learning (CLL)
is part of a more general instructional
approach also known as Collaborative
Learning (CL). CLL refers to a variety of
teaching methods in which students
work in small groups to help one
another and to accomplish shared
learning goals.
This approach is based on two main
ideas:

1. Language is for Communication

2. Learning Through Interaction

The goals of CLL in language teaching:

1. To provide opportunities for naturalistic second language

acquisition through the use of interactive pair and group
activities.

2. To provide teachers with a methodology to enable them

to achieve this goal and one that can be applied in a variety
of curriculum settings (e.g., content-based, foreign language
classrooms).
The goals of CLL in language teaching:

3. To enable focused attention to particular lexical items,

language structures, and communicative functions through
the use of interactive tasks.

4. To provide opportunities for learners to develop successful

learning and communication strategies

5. To enhance learner motivation and reduce learner stress

and to create a positive affective classroom climate.
The goals of CLL in language teaching:

3. To enable focused attention to particular lexical items,

language structures, and communicative functions through
the use of interactive tasks.

4. To provide opportunities for learners to develop successful

learning and communication strategies

5. To enhance learner motivation and reduce learner stress

and to create a positive affective classroom climate.
 There are 5 Key Elements of Successful Group-Based
Learning in CL (Olsen and Kagan):

1. Positive interdependence: Group members realize that

their success is linked with each other. It means building a
spirit of mutual support within the group.

2. Group formation: Creating positive interdependence by

deciding size of the group, assigning students to groups,
and make sure students participate in the group.
 There are 5 Key Elements of Successful Group-Based
Learning in CL (Olsen and Kagan):

3. Individual accountability: The performance of each

individual is assessed and the resuits are given back to the
group and the individual in order to determine who needs
more assistance, support, and encouragement in learning.

4. Social skills: The way students interact with each other

as teammates.
 There are 5 Key Elements of Successful Group-
Based Learning in CL (Olsen and Kagan):

5. Structuring and Structures: The ways of

organizing student's interaction. The teachers can
enable student's different interaction ways in the
group.
THANK YOU!