Content–Based,
Content–Based,
Task-Based,
Task-Based,
and
and
Participatory
Participatory
Approaches
Approaches
Content–Based,
Content–Based,
Task-Based,
Task-Based,
and
and
Participatory
Participatory
Approaches
Approaches
Content –Based
Content –Based
instruction
instruction
integrates the learning of language
with the learning of some other
content, often academic subject
matter.
It has been observed that academic
subjects provide natural content for
language instruction .
Principles
Principles
The subject matter content is used for
language teaching purposes.
Teaching should build on students‘ previous
experience.
When learners perceive the relevance of
their language use, they are motivated to
learn. They know that it is a means to an
end, rather than an end in itself.
The teacher 'scaffolds' the linguistic
content, i.e. helps learners say what it is
they want to say by building together with
the students a complete utterance.
Language is learned most effectively
when it is used as a medium to convey
informational content of interest to the
students.
Vocabulary is easier to acquire when
there are contextual clues to help convey
meaning.
When they work with authentic subject
matter, students need language support.
For instance, the teacher may provide a
number of examples, build in some
redundancy, use comprehension checks,
etc.
Learners work with meaningful,
cognitively demanding language and
content within the context of authentic
material and tasks.
Communicative competence involves
more than using language
conversationally
It also includes the ability to read,
discuss, and write about content from
other fields
Task- Based
Task- Based
Its aim is to provide learners with a
natural context for language use. As
learners work to complete a task, they
have abundant opportunity to interact.
Such interaction is thought to facilitate
language acquisition as learners have to
work to understand each other and to
express their own meaning.
By so doing, they have to check to see if
they have comprehended correctly and,
at times, they have to seek clarification.
The class activities have a perceived
purpose and a clear outcome.
A pre-task, in which students work
through a similar task to one that they
will later do individually, is a helpful way
to have students see the logic involved
in what they are being asked to do. It
will also allow the language necessary
to complete the task to come into use
The teacher breaks down into smaller
steps the logical thinking prosess
necessary to complete the task. The
demand on thinking made by the
activity should be just above the level
which learners can meet without help.
The teacher needs to seek ways of
knowing how involved the students are in
the process, so she can make adjustments
in light of the learners' perceptions of
relevance and their readiness to learn
The teacher does not consciously simplify
her language; she uses whatever language
is necessary to have students comprehend
the current step in the pre-task.
The reacher supplies the correct target
form by reformulating or recasting what
the students have said.
This jigsaw task, where students have
to listen to different parts of a total set of
information they need to complete a task,
gives them plenty of opportunity to
engage in authentic speaking and
listening and provides opportunities to
develop their comprehension and
speaking skills.
Students should receive feedback on
their level of success in completing the
task.
The overall focus is on meaning.
Students have input into the design and
the way that they carry out the task. This
gives them more opportunity for
authentic and meaningful interaction
Participatory approach
Participatory approach
In some ways the participatory approach is
similar to
the content based
approach
in that it begins with content
that is meaningful to the students.
What is strikingly different though is the
nature of the content. It is not the content of
subject matter texts, but rather content that
is based on issues of concern to students.
The goal of the participatory approach is to
help students :
to understand the social, historical. or
cultural forms that affects their lives,
and then to help empower students to
take action
and make decisions in order to gain control
over their lives
What happens in the classroom should
be connected with what happens outside
that has relevance to the students.
The teacher listens for themes in what
students say that will provide the content
for future lessons.
The curriculum is not a predetermined
product, but the result of an ongoing
context-specific problem-posing process.
Education is most effective when it is
experience-centered, when it relates to
students' real needs.
Students are motivated by their personal
involvement.
Teachers are co- learners, asking
questions of the students, who are the
experts on their own lives.
When knowledge is jointly constructed, it
becomes a tool to help students find
voice and by finding their voices,
students can act in the world
Students learn to see themselves as
social and political beings.
Focus on linguistic form occurs within a
focus on content.
Language skills are taught in service of
action for change, rather than in
isolation.
Students can create their own materials,
which, in turn , can become texts for
other students.
A goal of the participatory approach is for
students to
be evaluating their
own learning and to increasingly
direct it themselves.