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1. LANGUAGE
BASED Report by:
Rauchane tim Banna.
Battikin

2. LANGUAGE BASED
APPROACH
It is an approach that remarks
on how certain specific ways of
using the language in literary
texts could have better impact
on student's’ understanding of
the language .

3. KEY ISSUES (CARTER, 2007)
Imaginative and representational uses of the language.
Utilitarian output
Pedagogic value
Representation language
How such language works within a text
How texts are understood by readers
Interaction with the linguistic organization of the text
Processes of reading
Understanding the meanings of the text
What it may reveal and mean to the reader in and out of the classroom
Critical awareness of language use
The development of proficiency

4. HOW DOES THE APPROACH WORK?
1. Repetition of certain word
2. Repetition of certain phrases
3. Words that are equivalent in meaning
4. Images that are equivalent in meaning
5. Lines that deviate from an accustomed pattern
and create a contrast
6. Vivid images/ feelings/mood/tone

5. This approach uses LANGUAGE, by
understanding it to fully engage a
student to better understand a literary
text.
One cannot understand a text/piece by
not knowing the language first.
YOU MUST BE FAMILIAR OF THE
LANGUAGE USED FOR YOU TO REFLECT
AND DIG IN MORE OF THE BEYONDS OF A
LITERARY TEXT.

6. MASTERY OF A LANGUAGE
=
BROAD UNDERSTANDING
OF A LITERARY PIECE

7. 1. Students are expected to be
able to make meaningful
interpretations of the text itself.
2. Expand students’ knowledge
and awareness towards the
language.

8. EXAMPLE SCENARIOS

9. USED IN PRE-READING
Activities:
1. Teacher greets the students. Teacher
asks the students what had they learned
din previous lesson.
2. Teacher pastes a picture on the board.

10. The picture shows a road diverged in 2
different ways. Road A is the one used by
less travelers and Road B used by more
travelers. Teacher asks the students to
take out their paper and write down the
advantages and disadvantages of those
rods and choose which road would they
travel. Teacher asks the students is they
ever faced a situation in life, where they
need to choose. Teacher asks the
students, what are the things that we
should be prioritized in order to make the

11. RATIONALE OF THE ACTIVITIES:
1. Picture used to triggers students’
attention on today’ lesson.
2. The idea of asking about students’
experiences is to test on students’
schemata.
3. Teacher wants the students know how
to differentiate between advantages and
disadvantages of their choices.

12. Used in POST READING
Activities:
1. Teacher asks the students to give their
feedback on today’s lesson.
2. Teacher summarize today’s lesson and
ask students to divide themselves into two
large groups.
3. Teacher asks students to come out with
their own storyline from the poem.
4. Teacher acts as the facilitator and advisor
to supervise the students’ activity presenting
a choral speech.

13. RATIONALE:
1. The purpose of making the storyline is
to ensure students had understand the
poem thoroughly and bale to create their
own ideas based on the poem.
2. Through choral speaking, students
could figure out their hidden potential
skills and make learning process more
fun and interesting.

14. ASESSMENT:
1. Who is your favorite author/writer?
2. What is your favorite literary
text/piece?
3. Make up a strategy wherein you are
able to teach to your class your favorite
literary piece through language based
approach.

15. THANK YOU AND
GOD SPEED!