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Seven twenty first century approaches to language teaching

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edac4co
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Enrique Arias Castaño
Approach – method Technique ,[object Object],[object Object],[object Object]
Grammar-translation approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Direct approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Reading approach ,[object Object],[object Object],[object Object],[object Object],[object Object]
Audiolingualism ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Communicative approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Critiques of CLT ,[object Object],[object Object],[object Object],[object Object],[object Object]
Task-based instruction ,[object Object],[object Object],[object Object]
Task-based instruction II ,[object Object],[object Object]
Task-based instruction III ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Does TBI work? ,[object Object],[object Object],[object Object],[object Object]
Type of TBI activities ,[object Object],[object Object],[object Object],[object Object],[object Object]
Content-based Instruction (CBI) (Davies, 2003)
Snow, 2004 The intregration of language teaching aims with subject matter instruction
(Shang, 2006)
  Met’s Analysis (2004)   Content-Driven     Content is taught in L2.   Content learning is priority.   Language learning is secondary.   Content objectives determined by course goals or curriculum.   Teachers must select language objectives.   Students evaluated on content mastery.     Language-Driven     Content is used to learn L2.   Language learning is priority.   Content learning is incidental.   Language objectives determined by L2 course goals or curriculum.   Students evaluated on content to be integrated.   Students evaluated on language skills/proficiency.  

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Seven twenty first century approaches to language teaching

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  • 15. Snow, 2004 The intregration of language teaching aims with subject matter instruction
  • 17.   Met’s Analysis (2004)   Content-Driven     Content is taught in L2.   Content learning is priority.   Language learning is secondary.   Content objectives determined by course goals or curriculum.   Teachers must select language objectives.   Students evaluated on content mastery.     Language-Driven     Content is used to learn L2.   Language learning is priority.   Content learning is incidental.   Language objectives determined by L2 course goals or curriculum.   Students evaluated on content to be integrated.   Students evaluated on language skills/proficiency.