The Silent Way method of language teaching was developed by Caleb Gattegno. It is based on the premise that the teacher should remain silent as much as possible, while encouraging students to produce the target language. Students discover and create language through problem-solving rather than repeating what the teacher says. Charts, rods, and other visual aids are used to elicit student responses without repetition. The teacher's role is to present items once and observe, while students take responsibility for their own learning through exploration and independent practice.

1. THE SILENT WAY
Líbia Lopes
Nelson Carlos dos Santos
Prof. Dra. Barbra Sabota

2. Tell me and I forget
teach me and I remember
involve me and I learn

3. BACKGROUND
 Caleb Gattegno
 “The Silent Way it is based on the premise
that the teacher should be silent as much
as possible in the classroom and the
learner should be encouraged to produce
as much language as possible.” (Richards;
ROGERS, 2007, p.81).

4. BACKGROUND
 Learning hypotheses:
1) Learning is facilitated if the learner
discovers or creates rather than
remembers and repeats what is to be
learned.
According Richard; Rogers (2009),
Jerome Bruner distinguishes two
traditions of teaching:

5. BACKGROUND
 Expository mode:
“The student is the listener”
 Hypothetical mode:
Views learning as a problem-solving,
creative, discovering activity, in which
the learner is principal actor rather
than a bench-bound listener.

6. BACKGROUND
2) Learning is facilitated by accompanying (mediating)
physical objects.
 The rods and the color-coded charts (Fidel
charts), provide physical foci for student
learning and also create memorable images
to facilitated student recall.
3) Learning is facilitated involving the material by
problem solving to be learned.
 The learner’s grappling with the problem of
forming an appropriate and meaningful
utterance in a new language, leads the
learner to realization of the language.

7. Theory of language
 The “spirit” of the language
 “Semi-luxury vocabulary”: commom
expressions in the daily life
 “Luxury vocabulary”: used in communicating
more specialized ideas
 “Functional vocabulary”: learners deals with the
most functional and versatile words of the
language that almost don’t have direct
equivalents in the learner’s native tongue.

8. Theory of learning
 A successful learning involves commitment of
the self to language acquisition through the use of
silent awareness and then active trial.
 Silence as avoidance repetition is an aid to
alertness, concentration and mental organization.
 Silent Way learners acquire “inner criteria”.
 Gattegno sees language learning through the
Silent Way as a recovery of innocence – “a return
to our powers and potentials.”

9. Objectives
 General objective: to give beginning level
students oral and aural facility in basic elements
of the target language
 The general goal set for language learning is
near-native fluency in the target language,
correct pronunciation and mastery of the
prosodic elements of the target language.
 Immediate objective: provide the learner with a
basic practical knowledge of the grammar of the
target language.

10. The syllabus
 Structural syllabus: lesson planned around
grammatical items and related vocabulary.
 Language items: introduced according to their
grammatical complexity and their relationship to
what has been taught previously.
 The imperative: is normally the first structure
introduced, because of the ease with action verbs
may be demonstrated using Silent Way materials.
 Numeration and prepositions of location
 Vocabulary

11. Types of learning and
teaching activities
 Learners go on to create their own utterances
by putting together old and new informations.
 The teacher models a word, phrase, or
sentence and then elicits learner responses.
 Charts, rods, and other aids may be used to
elicit learner responses.
 Teacher modeling is minimal, although much
of the activity may be teacher directed.

12. Learner role
Learners are expected to develop
independence, autonomy and
responsibility.
 Independent learners are aware that
they must depend on their own
resources and realize that they can use
the knowledge of their own language to
open up some things in a new language.

13. Learner role
 Autonomous learners choose proper
expressions in a given set of
circumstances and situations.
 Responsible learners know that they have
free will to choose among any set of
linguistic choices, the ability to choose
intelligently and carefully is said to be
evidence of responsibility.

14. Teacher role
 Teacher silence is, perhaps, the most
demanding aspect of the Silent Way. Teacher
silently monitors learners’ interactions.
 “Teaching” meant to present an item once,
using typically nonverbal clues to get across
meaning. So, he uses gestures, charts and
manipulates in order to elicit and shape student
responses.

15. Teacher role
 The teachers’ role is one of neutral observer,
neither elated by correct performance nor
discouraged by error.
 According Stevick (1980, p.56), Silent Way
teacher’s tasks are:
(a) to teach
(b) to test
(c) to get out of the way

16. The role of the students
 The role of the students is to make
use of what they know, to free
themselves of any obstacles that
would interfere with giving their utmost
to the learning task, and to actively
engage in exploring the language.

17. ADVANTAGES
 This method fosters cooperative learning between
individuals.
 It embodies a new approach to education in general, a
respect for the individual and an awareness of the
individual‟s extraordinary cognitive powers.
 If it is succeeded to teach the language the by using
the rods without repeating too much, it will really save
time and energy for both teachers students. […]. The
self-esteem of the students will be increased and this
will enhance learning. By this way students will say „I
learned instead of I was taught well.‟ (Demircan1990).

18. DISADVANTAGES
 For some teachers the rigidity of the system (no
repetitions by the teacher, no answers by the
teacher etc.) may be meaningless.
 How such a method would in the average
classroom situation, or how successfully it might
be used at more advanced levels is a question
mark left in our minds.
 Language is separated from its social context and
taught through artificial situations usually by rods.

19. Instructional materials
 Sound-color chart
 Word chart
 Fidelcharts (color-coded pronunciation
charts)
 Pointer / Rod

20. Charts in English

21. Fidel Charts in English

22. Self- correction gestures. Finger
technique Used to Isolate a Word

23. Cuisinaire Rods for store
telling and vocabulary

24. Say It Again! Feedback Is the
Key

25. Silent Way Picture for
Vocabulary Study

26. Experience
 Video class with the method the silent
Way - LARSEN-FREEMAN, Diane.
Techniques and Principles in Language
Teaching.

27. Conclusion ( feedback of
the Silent Way)
 Activities
 1- There are many reasons for the teacher‟s silence in
the Silent Way. Some of these have been stated
explicitly in this chapter; others have been implied.
Can you state the reasons?
 2- What does the phrase, “Teaching is subordinated to
learning”, mean?
 3- One of the mottos of the Silent Way is “The teacher
works with the students; the students work on the
language”. What do you think this means?

28. REFERÊNCIAS
 CALEB GATTEGNO - THE SILENT WAY. Disponível em:
http://www.saudicaves.com/silentway/ Acesso em 30 de Setembro
de 2009.
 FREITAS, Lúcia G. de Freitas. Metodologias de Ensino de
Língua Estrangeira. Disponível em:
<http://www.geocities.com/luciafreitasbr/Textos/metdeensdling.ht
m>. Acesso em: 28 set. 2009.
 LARSEN-FREEMAN, Diane. Techniques and Principles in
Language Teaching. 2 ed. Oxford: Oxford University Press,
2000. 53-72 p.
 RICHARDS, Jack C.; RODGERS, Theodore S. Approaches and
Methods in Language Teaching. 2 ed. Cambridge: Cambridge
University Press, 2001. 81-89 p. Disponível em:
<http://books.google.com.br/books?id=9mQ9l3K73BoC&printsec
=frontcover&source=gbs_navlinks_s#v=onepage&q=&f=true>.
Acesso em: 28 set. 2009.

29. REFERÊNCIAS
 The Silent Way. Disponível em:
<http://www.englishraven.com/method_silent.html>.
Acesso em: 28 set. 2009.
 The Silent Way. Disponível em:
<http://en.wikipedia.org/wiki/The_Silent_Way>. Acesso
em: 28 set.2009.
 VILAÇA, Márcio Luiz Corrêa. Métodos de Ensino de
Línguas Estrangeiras: fundamentos, críticas e
ecletismo: The Silent Way (Early 1960. Rio de Janeiro:
Revista Eletronica do Instituto de Humanidades, 2005.
Disponível em:
<http://publicacoes.unigranrio.edu.br/index.php/reihm/arti
cle/viewFile/43/78>. Acesso em: 28 set. 2009.