Approaches, methods and techniques in ESL

1. PORTFOLIO
Theory and Practice in Language Teaching
Professor: Ana E. Palencia
Student: Argelis Sandoval
I.D.: 8-389-594
May 17, 2014

2. P R O F E S S O R A N A PA L E N C I A G E T T I N G R E A D Y
F O R T H E C L A S S

3. W E E K 1 A P R I L 2 6 :
I N T R O D U C T I O N / D E V E L O P M E N T O F E LT
In this class we talk about Approaches, Methods and Techniques in Language
Teaching. The teacher explained that a theory is not an approach by itself. An
aproach is a tendency based on a theory. An approach is a set of correlative
assumptions dealing with the nature of language teaching and learning. A
method is an overal plan for the orderly presentation of language material, no
part of which contradicts, and all of which is based upon, the selected
approach. A technique is a particular trick, stratagem or contrivance used to
accomplish an immediate objective. Techniques must be consistent with a
method, and therefore in harmony with an approach as well.

4. K E Y W O R D S F O R A P P R O A C H E S , M E T H O D S A N D
T E C H N I Q U E S

5. D O I N G T H E I R B E S T B E F O R E P R E S E N T I N G
T H E I R I D E A S

6. R E P R E S E N TAT I O N O F A N A P P R O A C H , M E T H O D A N D
T E C H N I Q U E

7. R E P R E S E N TAT I O N O F A P P R O A C H E S , M E T H O D S
A N D T E C H N I Q U E S

8. A C R O N Y M S
We also learned about some acronyms regarding Language Teaching:
ALM Audio Lingual Method
BICS Basic Interpersonal Communication Skills
CALP Cognitive Academic Language Proficiency
CBI Content-Base Instruction
CLT Communicative Language Teaching
CLL Community Language Learning
EAL English as Another Language
ELL English Language Learner

9. A C R O N Y M S
EAP English for Academic Purposes
EFL English as a Foreign Language
ELT English Language Training
ESL English as a Second Language
ESP English for Specific Purposes
GTM Grammar Translation Method
OLP Operational Learning Principles
SLA Second Language Adquisition

10. T H E O R I E S O F T E A C H I N G I N L A N G U A G E
T E A C H I N G

11. T H E O R I E S O F T E A C H I N G I N L A N G U A G E T E A C H I N G

12. W H AT W E L E A R N I N O U R F I R S T C L A S S

13. W E E K 2 / M AY 3 R D . : T R A D I T I O N A L
A P P R O A C H E S / C LT
Activity done by Diana, Rafael and Argelis. We read about CLT approach and
we explained about it, according to the reading.

14. C O M M U N I C AT I V E L A N G U A G E T E A C H I N G
Communicative Language Teaching makes use of real-life situations that
necessitate communication. The teacher sets up a situation that students are
likely to encounter in real life. You place less importance on producing
grammatically correct English but more importance on dealing effectively on
the situation . In other words, CLT deals with communicative competence - the
ability to communicate - rather than grammatical accuracy.

15. C O M M U N I C AT I O N : K E Y W O R D I N C LT
A P P R O A C H

16. A D VA N TA N G E S I N T E A C H I N G A C C O R D I N G T O
T H E C LT A P P R O A C H
 CLT is a holistic approach. It doesn’t focus only on the traditional
structural
syllabus. It takes into consideration communicative dimension of
language.
 CLT provides vitality and motivation within the classroom.
 CLT is a learner centered approach. It capitalizes on the interests
and needs of the learner.

17. A D VA N TA N G E S I N T E A C H I N G A C C O R D I N G T O
T H E C LT A P P R O A C H
 In a world where communication of information and information
technology have broken new considerable ground, CLT can play an
important role in education.

18. C O M M U N I C AT I V E L A N G U A G E T E A C H I N G

19. W O R K I N G H A R D F O R T H E P R E S E N TAT I O N S

20. L E A D I N G A C L A S S

21. W E E K 3 / M AY 1 0 T H : C B I / T B I / C L I L
The agenda for this day was: Multiple Intelligence Test
Communicative Competence
Current Approaches

22. M U LT I P L E I N T E L L I G E N C E T H E O R Y
Multiple Intelligence: Everybody has a different mind, and no two
profiles of intelligence at the same time. According to this theory, we
are all able to know the world through language, logical-
mathematical analysis, spatial representation, musical thinking, the
use of the body to solve problems or to make things, an
understanding of other individuals, and an understanding of
ourselves.

23. G A R D N E R ’ S M U LT I P L E I N T E L L I G E N C E S
It was developed by Dr. Howard Gardner. He proposes eight different
intelligences to account for a broader range of human potential in children and
adults. These intelligences are:
 Linguistic intelligence ("word smart")
 Logical-mathematical intelligence ("number/reasoning smart")
 Spatial intelligence ("picture smart")
 Bodily-Kinesthetic intelligence ("body smart")
 Musical intelligence ("music smart")

24. G A R D N E R ’ S M U LT I P L E I N T E L L I G E N C E S
 Interpersonal intelligence ("people smart")
 Intrapersonal intelligence ("self smart")
 Naturalist intelligence ("nature smart")
Each person has a different style of learning. Your learning style may
be different to your intelligences. One thing is the way you learn and
the other thing is “I’m very skillful verbally.”

25. P R O F E S S O R PA L E N C I A E X P L A I N I N G A B O U T
H I G H E R O R D E R T H I N K I N G S K I L L S ( H O T S )

26. H I G H E R O R D E R T H I N K I N G S K I L L S ( H O T S )
Higher-order thinking, known as higher order thinking skills (HOTS), is a
concept of Education reform based on learning taxonomies (such as Bloom's
Taxonomy). The idea is that some types of learning require more cognitive
processing than others, but also have more generalized benefits. In Bloom's
taxonomy, for example, skills involving analysis, evaluation and synthesis
(creation of new knowledge) are thought to be of a higher order, requiring
different learning and teaching methods, than the learning of facts and
concepts. Higher order thinking involves the learning of complex judgemental

27. H I G H E R O R D E R T H I N K I N G S K I L L S ( H O T S )
skills such as critical thinking and problem solving. Higher
order thinking is more difficult to learn or teach but also more
valuable because such skills are more likely to be usable in
novel situations (i.e., situations other than those in which the
skill was learned).

28. P R O F E S S O R PA L E N C I A E X P L A I N I N G A B O U T
C O M M U N I C AT I V E C O M P E T E N C E

29. C O M M U N I C AT I V E C O M P E T E N C E
Communication competence is the ability to choose a
communication behavior that is both appropriate and effective for a
given situation. Interpersonal competency allows one to achieve their
communication goals without causing the other party to lose face.
The model most often used to describe competence is the
component model (Spitzberg & Cupach, 1984) which includes three
components: 1) knowledge, 2) skill, and 3) motivation. Knowledge
competent manner.

30. C O M M U N I C AT I V E C O M P E T E N C E
simply means knowing what behavior is best suited for a given
situation. Skill is having the ability to apply that behavior in the given
context. Motivation is having the desire to communicate in a
competent manner.

31. G R O U P W O R K B R O C H U R E S
S I L E N T W AY

32. G R O U P W O R K B R O C H U R E S
G T M

33. G R O U P W O R K P R E S E N TAT I O N S
A L M

34. L E A D I N G A C L A S S

35. This was a dynamic and interesting class in which we learn more
about approaches, methods and techniques when we teach the
English language. Each participant analyze his/her present situation
in order to improve his/her practice and their student’s learning.
We got into the main theories of language teaching and learn how to
apply them in the classroom. I would say that after giving this class I
would be putting into practice all the knowledge acquired.