THE SILENT WAY

(developed by Caleb Gattegno)

"Teaching is subordinated to learning"

'he does not seek inspiration in the existing methods of teaching nor does he think highly of the usefulness of linguistically based courses or commercially produced materials'(Dakowska, 2005:68)

Historical background:

1. Cognitive psychologists

2. Transformational-generative linguists

3. The trends influencing the development of the less traditional methods(innovative, alternative, unorthodox):

• less and less faith in developing an ideal method based on the research

'...the search for a teaching method ceased to be regarded as the main goal ... because the goal turned out to be beyond our reach.' (Dakowska, 2005:66)

the growing awareness that language is extremely complex whereas language learning discloses a specificity of its own.'(Dakowska, 2005:65)

• no research proved that one method was better than another

• the results of the theoretical research were not really converted into teaching principles

• the eclectic approach as a compromise solution

• combining techniques based on principles from both audiolingual and cognitive method(age, level, needs, material)

• teaching principles(and the resulting techniques) do not have to be based on psychological and linguistic research to be effective

'According to the eclectic orientation, the methods which had been designed as mutually contradictory, could be integrated into a more inclusive approach because each had its own merits.' (Dakowska, 2005:67)

• 'alternative methods as an antidote to psychologically and linguistically derived systems of teaching'(Dakowska, 2005:65)

• the of the focus from the teacher to the learner

• individualising as opposed to universal ways of teaching

• research on learning a language stimulated by the widespread interest in language teaching

4. Characteristics of innovative (alternative, unorthodox) methods(the 1970s & later):

1. one person associated with the method - its author(the designer quality)

2. the basis - '.. .the inventiveness and original thinking of their author'(the innovative or creative quality)(Dakowska, 2005:68)

3. 'the key to language learning' (the unorthodox quality(Dakowska, 2005:68)

5. Caleb Gategno:

1. was first interested in facilitating teaching MATHS & READING in LI

2. was interested in human relations in the class and learner as an individual

3. another slogan of his - 'The teacher works with the student; the student works on the language'

1. ASSUMPTION: foreign language teaching/learning is not the same as mother tongue acquisition and as such may be taught by artificial methods and specially designed materials.

2. based his method on problem-solving approach to learning The Silent Way - The main principles:

1. GOALS:

To grasp the 'the SPIRIT of the language' its unique sound system and melody/the melody and structure of the lg with absolute minimum of vocabulary-'selected according to the degree to which it can be manipulated within a given structure'(Richards, Rogers: 1986)

a) to be able to use the language for SELF-EXPRESSION(thoughts, perceptions, feelings) by acquiring:

correct pronunciation

functional vocabulary of the L2

basic practical knowledge of the grammar of the L2

near-native fluency

b) to learn how to learn (personal growth):

• independence

• autonomy

• responsibility for their own learningfinner criteria for correctness, relying on themselves and one another rather than on the teacher)

2. ROLES:

1. the role of the teacher(technician or engineer): teach-test-get out of the vray(may even leave the classroom occasionally)

'The role of the teacher is to help the learners to discover "the spirit of the language'"

(Dakowska, 2005:69)

- helps/facilitates the process of learning by:

• providing very little/limited amount of input(modelling only once) - fostering attention

• relying on what the Ss already know(e.g. starting with sounds as the Ss are already familiar with them - there are sounds in LI)

• helping the Ss focus on specific areas of the lg(attention)

• forcing their awareness - 'Awareness is educable'(Richards and Rodgers, 2001:83)

• creating the right conditions and atmosphere in the classroom ~ security

~ cooperation

~ opportunities to figure out the rules for themselves ~ risk taking

The teacher is : an emotionally uninvolved neutral observer and disinterested judge Gives help only when necessary.

2. the role of the students (the learner is in the centre of attention):

• the learners assume different roles: a teacher, a problem solver, a self-evaluator (the learner himself/herself has to discover which role is the most appropriate to different learning situations)

• the learners must become independent relying on their own resources(knowledge of their own lg, knowledge of the L2)

❖ COOPERATION(not competition)

• the learners must become autonomous (make their own choices about the lg they use in a given situation)

- the learners must become responsible - they are responsible for their own learning(removing all the obstacles that could distract their attention, actively engaging in exploring the Ig, etc.).

3. How is language viewed? How is culture viewed?

' Each language is composed of elements that give it a unique rhythm and SPIRIT. Functional vocabulary and core structure are the key to the spirit of the language' (Brown : 1994) The culture connected with any language cannot be separated from it.

'... literary awareness in the foreign language as well as appreciation of style and art.

Translation is not forbidden and may even be used before text appreciation

activities.'(Dakowska, 2005:70).

4. Some characteristics of the teaching/learning process.

1. the materials/teaching aids used:

• Cuisinaire rods (coloured wooden sticks of various lengths)

• Phonetical (Fidels) - a phonic code charts Lexical colour-coded wall charts

• A pointer - the T points to the Ss to take over by non-verbal clues

• Tapes or discs

• Drawings and pictures with worksheets

• Transparencies

• Texts, a book of stories(not authentic) - provide vocabulary and material for analysis)

• Worksheets on language

• Three anthologies

• films

• NO COURSEBOOK

2. learning(can only take place when facilitated) :

• problem-solving, discovering and creative activity (inductive way of teaching, exploring, experimenting) L1^L2, L2 learning is a cognitive, intellectual process - active engagement of the learner creative (a great deal of practice without repetition)

• autonomous(Ss become autonomous by exploring the lg and making choices)

• responsible (involves COMMITMENT of the self to lg acquisition)

• directed and monitored by the teacher by means of non-verbal clues

• Ss work at their own pace

• it's a process: Ss start trial and error, proceed with directed experiment with practice and finally achieve mastery.

• the process the Ss are aware of (developing inner criteria, monitoring and self-correcting the production). The Ss should assume conscious CONTROL of learning

• Retention - 'the mind does much of this work during sleep'(Stevick:1980)

• Silence - a vital, crucial TOOL. Because it:

• fosters attention/concentration

• encourages independence, responsibility and autonomy and group cooperation. It also removes the T from the centre of attention

• the Ss start learning with the basic lg building blocks -SOUNDS(learnt by sound-colour charts, associating sounds and colours) then sound- spelling correspondence(the same principle -lexical charts)

• the role of what the Ss already know(Ll&L2)

• the lg is separated from its social context, presented by artificial situations(mainly by means of rods) - the main aim- to grasp the MEANING

• very little spoken cues - mainly non-verbal ones(miming, gestures, rods, charts) which provide physical foci for student learning

• repetition and memorising abandoned in favour of discovering and creativity

c) The SYLLABUS :

• mainly a structural one, graded (grammatical items introduced according to their complexity)

• grammatical and lexical material(grammatical categories and topics) broken down into elements (one element at a time)

- spiral rather than linear(the items are constantly recycled) 5. The nature of S-T and S-S interaction.

1. the T is ACTIVE(setting up situations) although SILENT most of the time

2. when not silent - the T models the lg ONLY once and gives clues

1. S-S interaction should be VERBAL - the Ss should be encouraged to produce as much lg as possible (T being silent helps it)

3. Ss should be active actors rather than passive listeners

6. AFFECTIVE factors (the feelings of the students) - 'Good feelings' on the part of the learners are essential. Negative feelings are considered an obstacle that interferes with an effective learning process. The T should make sure that a relaxed, enjoyable learning environment is created.

a) the T may know what his/her students' feelings are by :

• observing the Ss and trying to help them overcome their problems

• organising feedback sessions after the lesson(s) when the Ss can express openly what they feel

7. Areas of the language and skills emphasized.

1. Intelligible pronunciation

2. core structures (taught inductively)

3. functional vocabulary (mainly those referring to oneself, to others and to everyday life) - 500 to 800 words presented by the teacher in a spoken and written form.

some activities to practice vocabulary:

• categories classification

• making sentences which should include at least one word learnt

• making as many sentences as possible

• describing(an object, picture)

• sentence elaboration(making a sentence longer while preserving its basic meaning)

4. skills - all four from the very beginning

- the sequence : listening and speaking then reading and writing

8. The role of the Ss' native language. LI should be AVOIDED.

a) used : ONLY when necessary (instructions/feedback sessions)

b) the knowledge of it could be exploited by the teacher

9. EVALUATION.

1. focus on progress rather than on perfection (different rates of learning)

2. CONSTANT assessment: no criticising or praising but INDICATING that the S should try again until success is achieved(the ability to transfer what was presented to new contexts). Criticism or praising might interfere with the process of developing the Ss' own inner criteria - they should be self-reliant .

10. The T's attitude to errors.

1. Inevitable(natural indispensable) part of exploring the language process

2. Serve as basis for further work

3. Indicated mutely by the T to stimulate:

• self-correction(facilitates retention)

• peer-correction

• t-correction used only as a last resort

11. The techniques and the materials used in the Silent Way.

1. sound-colour chart f) word charts

2. Teacher's silence g) Fidel charts

3. Peer Correction h) Structured Feedback

4. Rods

5. Self-correction gestures

12. Evaluation of the method: © a) anachronistic

© b) non-professional

• language : '...an object of reasoning rather than a tool for communication' (Dakowska, 2005:70)

- methods and techniques are artificial and do not reflect real-life situations © c) paradoxical:

• the teacher's silence prevents natural communication between him/her and the Ss

• the S s are not allowed to ask questions

• the instructions if given by the T could be a source of input, but as artificial materials are used, the opportunity for it is wasted

© d) dogmatic - '.. .based on the inaccurate claim that language develops almost

entirely from within.'(Dakowska, 2005:70) © e) The teacher's silence:

• STTvsTTT

• showing patience while waiting for the S to give an answer

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