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Presentation 'The Silent Way'

Transferring Communicative Skills
by

Renate Moelands

on 12 December 2012

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Transcript of Presentation 'The Silent Way'

Transferring Communicative Skills
Renate Moelands
13-12-2012 'The Silent Way' Language teaching method developed by Caleb Gattegno
Teaching Foreign Languages in Schools: The Silent Way (1963)
Silence is used as a teaching technique
The teacher builds on previous knowledge and experience of the students in their first language (building from the known to the unknown) Origin of 'the Silent Way' gain basic fluency in target language through learner involvement in the teaching process (the teacher is thus being silent whenever possible)
Silence is used in the silent way in the following manner:
1.Leaner discovers a target language by doing rather than remembering or repeating knowledge
2.Learning is accommodated by physical objects (such as rods and colored word charts)3. Students are encouraged to correct their own responses during production (problem-solving) Fundamentals of 'The Silent Way' Presentation of language learning through:
1.Pronunciation
2.Structural approach (‘building-block approach’: language is taught through sentences in a sequence based on grammatical complexity)
3.Vocabulary
4.Evaluation = observation (not necessarily tested) Presentation of language learning in 'The Silent Way' Example of silent way teaching with the use of rods and color charts:
1.The small colored blocks which differ in size are used to illustrate meaning
2.New items are only added sparingly
3.Very minimalist role of the teacher Teaching 'The Silent Way' -The silent way has often been critiqued for its lack of lack of ‘real’ communication
-The excessive degree of restraint on the teacher’s part has often been criticized as ‘aloof’
-Also been criticized on the basis that this method seems only appropriate to teach the very basics of language
-Method is limited to only a small group of learners Critique on 'The Silent Way' 1.Concentration on the learning process of the student
2.Imitation and drills are not preferable teaching means
3.Preferably: trial and error, deliberate experimentation, suspending judgment and revising conclusions
4.Building from the known (first language) to the unknown (target language)
5.Autonomy of the learner: the teacher must try to interfere in the least possible manner in the learning process The five principles of language learning according to the silent way
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