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.