Content-based, task-based and participatory approaches ppt used to deliver oral report. UNLPam 2014

1. Content-based,
Task-based, and
Participatory
Approaches
Practice II – 2014
Camila Roldán,
Federico Ramonda.

2. Content-based instruction
 It integrates the learning of language with the
learning of some other content, often
academic subject matter.
 “Language across the curriculum” movement
(1970s) to integrate the teaching of
reading and writing into all other subject
areas.

3. Principles
 1) The subject matter content is used for language
teaching purposes.
 2) Teaching should build
on students’ previous
experience.

4.  3) Learners are motivated when they perceive
the relevance of their language use. It is a means
to an end.
Principles
 4) The teacher ‘scaffolds’
the linguistic content.

5. Principles
 6) Vocabulary: easily
acquired with contextual
cues.
 5) Language: learned effectively when used
to deliver interesting information.

6. Principles
 7) Students need language support.
 8) Learners work with cognitively demanding
language & content.
 9) Communicative competence: ability to read,
discuss & write about content from other fields.

7. Task-based instruction
 It aims to provide learners with a natural
context for language use.
 Learners have plenty of opportunities to
interact.

8. Principles
 1) Activities have a perceived purpose
and a clear outcome.
 2) Teacher goes through a pre-task with
the students before they work individually.
 3) The demand on thinking made by the
activity should be i + 1.

9. Principles
 4) Teacher needs to know how involved the
students are, so as to make adjustments in their
perceptions of relevance and their readiness
to learn.
 5) Teacher uses whatever language necessary
to ensure students’ comprehension.

10. Principles
 6) Teacher supplies the correct target form.
 7) Students complete a task and engage in
authentic speaking and listening which enables
them to develop their comprehension and
speaking skills.

11. Principles
 8) Students receive feedback based on the
content. The focus is on meaning.
 9) Students have input into the design & the
way of completing the task. This gives them
more opportunity for authentic, meaningful
interaction.

12. Participatory Approach
 It was originated in the early ‘60s with the work
of Paulo Freire.
 Goal: to help students understand
the social, historical, or cultural
forces that affect their lives & to
help empower Ss to take action
and make decisions in order to
gain control over their lives.

13. Principles
 1) What happens in the classroom should
be connected with what happens outside
that has relevance to the students.
2) The curriculum is the result of
an ongoing context-specific
problem-posing process

14. Principles
 3) Education is most effective when it is
experienced-centered. Ss are motivated
by their personal involvement.
 4) Knowledge becomes a tool to help
students find a voice so as to act in the
world (social & political beings).

15. Principles
 5) Focus on linguistic form occurs within a focus
on content. Language skills are taught in
service of action for change.
 6) Students can create their own materials,
which can become texts for other students.
 7) Goal: Ss evaluate their own learning and
direct it themselves.

16. Conclusion
 The three approaches share the basic
assumption of learning to communicate by
communicating.
 Their differences lie in what they use as a
starting point to communicate:
 Content-based uses the content from other subjects.
 Task-based uses different tasks to promote communication.
 Participatory approach uses the experiential knowledge of
students.