Recap 02/28/2023

 In today's class we had a recap of each of the methods, which were presented by different groups. 

Here's my friend Mauricio and Rodrigo explaining the Communitive Language Learning method.

This is me explaining the SWOT in the Audiolingual method
  and the one on the right is Maria explaining the Total Physical Response method (TPR)

Overall we had a great time together, we had this refresher which helped us for the Quiz we had afterwards.

Community Language Learning

 23/02/23

We had a suggestopedia Wrap Up.

GTM

-Vocabulary
-It is possible to work with both, the language and culture language
-Reading

DM

-Student -centered 
-Listening
-Error correction is not threatening 
-Pronuntiation

The Community Language Learning by Charles Curran.

• I need my peers to learn with and from them. 
• Non-threatening environment to express myself better.
• It's beter to use it with advanced or praticient learners 
• Focused on speaking
• Nothing is prepared. Everything flows naturally. (Analysis latter) 
• My community backs me up. 

Suggestopedia

 21/02/2023

Suggestopedia - Explanation - Exercises 

Georgi Lozanov - Creatir if suggestopedia. 

<<Mind can create connections when you're relaxed>>

This is a method of teaching a foreign language in which students learn quickly while feeling relaxed, interested and positive.

Origin of Suggestopedia:

• 1970s
• Yoga
• Psychology

Examples of suggestopedia: 

• The influence of the teacher.
  
  
• The creativity.
   
• The method the Her /His use to teach they students,
  
  
• this can be, music, write a journey, play some games in the class you.

We were also asked to write about our last vacation while listening to random music, then we were asked to draw whatever we wanted with the music in the background, surprisingly most of us drew something related to nature. Here's mine:

Total Physical Response (TPR)

 16/02/2023

Phonetic symbols / TPR songs for children / Suggestopedia. 

TPR method by James Asher. 

Origin of the method

When we speak of total physical response, we refer to a method of teaching language through physical activity.

Based on the teachings of its creator, James Asher, the more often a memory connection is traced, the stronger the memory association and the more likely it will be remembered.

Principles

• Meaning in the target language can often be conveyed through actions.
  
  
• The students’ understanding of the target language should be developed before speaking. 
  
  
• Students can initially learn one part of the language rapidly by moving their bodies.
  
  
• The imperative is a powerful linguistic device through which the teacher can direct student behavior. 
  
  
• It is very important that students feel successful.
  
  
• Correction should be carried out in an unobtrusive manner.
  
  
• Students must develop flexibility in understanding.
  
  
• Students will begin to speak when they are ready. 
  
  
• Students are expected to make errors when they first begin speaking.

Advantages

• It is a fun method specially for children, making them to have a good time.
  
  
• It does not require a great deal of preparation on the part of the teacher.
  
  
• Class size does not need to be a problem.
  
  
• There is no age barrier.
  
  
• It is a good tool for learning vocabulary.

Disadvantages

• It is limited, since everything can't be explained with this method.
  
  
• Certain target languages may not be suited to this method 
  
  
• It can be a challenge for shy students.
  
  
• If this method is widely used, it can cause displeasure in students.

The main purpose is to learn some new vocabulary, first we are going from basic and simple vocabulary to more specific one.

Basic vocabulary:

More specific:

As part of the activities, we were divided in groups to sing the song "If you're happy And you know it..."

Video link

By doing this the students can learn new vocabulary, and by the mimics they can understand what its the meaning,

Making connections.

Words > chunks (Short commands) short phrase but complete meaning. 

Silent Way

09/02/2023

Silent Way method by Caleb Gattegno. 

We reviewed some details about previous methods:

                  GTM                                                                        DM
-Needs error correction                                              -Emphasizes listening and speaking
-Context is limited to what the teacher reads            -Intermediate communication 
                                                                                   -Repetion 
                                                                                   -Vocabulary is presented in context

Then we moved to the origin of the Silent Way. 

The Silent Way was founded in the early 1970s by Egyptian mathematician and pedagogue Caleb Gattegno. It is based on the idea that language learning can be enhanced in three main ways: 

1. Discovery rather than teaching. (DM)
2. Problem solving in the target language (DM)
3. The use of physical tools. (Rods - Realia - Colorful flash cards)
4. Error correction (GTM)

The basic principle: "Teaching must be subordinate to learning". 

This principle is related to the search for rules given to the learner in the Cognitive Code Approach.

Main principles:

1.Start with familiar sounds.

2.Give help only if absolutely necessary. Allow students to use   their own Knowledge of language learning.

3. Student attention to the teacher is important.

4. Errors are important and necessary for learning.

5. Transfer what students know already to new ideas.

6. Teacher takes a back seat. The more you help- the less they learn. Praise is not helpful.

7. Progress is more important than perfection.

8. No homework, as learning continues while we sleep.

Techniques:

Sound–Color Chart

The chart contains blocks of color, each one representing a sound in the target language. The teacher, and later the students, points to blocks of color on the chart to form syllables, words, and even sentences.

Teacher’s Silence 

The teacher gives just as much help as is necessary and then is silent. Or the teacher sets up an unambiguous situation, puts a language structure into circulation (for example, ‘Take a ____ rod’), and then is silent. Even in error correction, the teacher will only supply a verbal answer as a last resort.

Word chart: 

Contains functional vocabulary of English. It can be used for teaching and correction. There are basic words written. The chart will change as students progress.

Rods: 

The students can see by visualized context. Situations with rods can make the meaning clear, to connect the language with the meaning. Rods allow students to be creative and imaginative.

Talking about Rods I remember that our teacher gave us some, and we were asked to make a form using the rods of different sizes, then we needed to write a sentence related to it. 

Here's a photo of our teacher 😅:

The Audiolingual Method (A.K.A. The Army Method)

07/02/2023

Its origin dates back to World War II, when it became known as the Army Method, as armies needed to orally master the languages of their allies and enemies as soon as possible. It was the first method based on linguistic theory and behavioral psychology. 

The audio-linguistic method emphasizes teaching listening comprehension and speaking rather than reading and writing. It uses dialogues as the main form of language presentation and exercises as the main training techniques. 

Its basic principles are:

-Separation of language skills into listening, speaking, reading and writing. 

-Use of dialogues as the main means of language presentation. 

-Emphasis on certain practice techniques: mime memorization and pattern exercises. 

-Discouraging the use of the mother tongue in class.

Some techniques that can be applied with the audio-linguistic method are: 

-Repetition drill: This exercise is often used to teach the lines of dialogue. Students are asked to repeat the teacher's model as accurately and quickly as possible. 

-Substitution drill: Students repeat the line of dialogue given to them by the teacher, substituting the cue in the line in its proper place.

-Question and answer exercise: This exercise allows students to practice answering questions. Students must respond quickly to the teacher's questions. It is also possible for the teacher to prompt students to ask questions.

-Transformation exercises: Students change sentences -usually- from affirmative to negative.

This method is still used today, although usually as part of individual lessons rather than as the basis of the course. Such lessons can be very popular, as they are relatively simple, from the teacher's point of view, and the student always knows what to expect.

We also watched the following video:

Audiolingual Method

Direct Method (DM)

 01/2023

The Direct Method by Maximilian Berlitz. 

It is also known as Natural Method. 

It is a method of teaching foreign languages that uses the target language, discarding any use of the mother tongue in the classroom. Often (but not exclusively) used in foreign language teaching, it refrains from using the native language of the learners and uses only the target language. 

It was established in Germany and France around 1900 and contrasts with the grammatical translation method and other traditional approaches.

The basic idea of the Direct Method was that learning a second language should be more like learning a first language (lots of oral interaction, spontaneous use of the language, no translation between the first and second language, and little or no analysis of grammatical rules).

Characteristics:

1. Classes were taught in the target language.
2. Grammar was taught inductively.
3. Emphasis was placed on correct pronunciation and grammar.
4. Listening comprehension and listening comprehension were taught.
5. Only everyday vocabulary and phrases were taught.

Teach grammar inductively (DM)

Teach grammar deductively (GMT): Straight to the point. 

Unlike the GTM, the Direct Method is on target. It can be very effective in creating fluent speakers of the target language who can actually use it to function in everyday situations. Teachers can also ask students questions, ask them to fill in the blanks in a sample sentence, or ask them to read a piece of literature. All of these techniques highlight the strength of the Direct Method: teaching students to speak the target language rather than simply translating it.

It's principles: 

1. Classroom instruction was conducted exclusively in the target language.

2. Only everyday vocabulary and sentences were taught.

3. Oral communication skills were built up in a carefully graded progression organized around  question-and-answer exchanges between teachers and students in small, intensive classes.

4. Grammar was taught inductively.

5. New teaching points were introduced orally.

6. Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas.

7. Both speech and listening comprehension were taught.

8. Correct pronunciation and grammar were emphasized

Techniques:

1. Example proliferation.

(Expanding from one idea)
Illustrate your point - Repetition 

2. Visual support.

Demonstrate
Sensory mechanism
Signs and gestures
Help dramatize the content of  the lessons

3. Listening activities.

Read a story
Play audios
Listening lessons

4. Oral exercises and tasks.

Dialogues
Asking questions
work in pairs / groups

5. Stress free and supportive environment

Mistakes aren’t fatal
They don’t have social repercussions
You’re there for support 

The mistakes have to be corrected on the Audiolingual Method. 

SWOT analysis:

Strengths:

- This method focuses on question-answer patterns.

-Grammar is taught inductively.

-The most important aspect is the spoken language, so pronunciation and grammar are taken into account.

-The time during the lesson should be longer than the TTT.

-Instructions are given in the target language.

Weaknesses:

- No attention is given to some areas such as reading and writing.

-Not suitable for large classes.

-For people who are used to teaching or being taught with the Grammar Translation Method, the Direct Method may not hold up well.

Opportunities:

- It will be a good opportunity for students to improve their Grammar knowledge and excel in their pronunciation, and on the other hand, it is a good method for intermediate and advanced teachers to float students' skills. If we compare this method with grammar translation, it will open more doors.

Threats:

- Some risks of this method are that by focusing on oral performance and pronunciation, teachers neglect reading and writing activities, and a good teaching method should meet all four skill activities: Reading, Writing, Speaking and Listening.

We also watched the following video:

Direct Method

                                                       GTM                            DM
                                                    Dialogue          More communicative 

                                                                               Not much writing

Grammar Translation Method (GTM)

Our first class was on January 24th, 2023. 

Our teacher explained us that the subject will be about Methods and Techniques, Introduce how to teach by skill and Planing lessons depending on the skill. 

I also wrote that the Grammar translation started due to territory not teaching. The main idea was to keep power. 

Then we started talking about the different methods; the first one was the Grammar translation method (GMT)

This method teaches foreign languages that are derived from the classical method of teaching Greek and Latin. It focuses on the application of grammar and correct sentence structure.

The aim is for students to learn grammatical rules and then apply them by translating sentences between the target language and the native language. Its main objectives are: to enable students to read and translate literature written in the target language and to further the general intellectual development of the students.

It is especially useful for teaching students to write and read in another language, as it allows them to explore interchangeable words and phrases (i.e., different words for different tenses) more effectively than a verbal teaching method.

Its characteristics are:

Lessons are taught in the mother tongue.

Much of the vocabulary is taught in the form of isolated word lists.

Little or no attention is paid to pronunciation.

Difficult texts are read early.

Long and elaborate explanations of the intricacies of grammar are given.

We also used the SWOT method to further discuss the GMT.  

S: Strenghts 

W: Weaknesses 

O: Opportunities

T: Threats 

We can say that among the strengths of the GMT we have:

• Students learn a lot of vocabulary.
• They excel in reading and writing. 
• Activates students' memory.

Weaknesses:

• Poor comprehension and oral expression.
• Unnatural and imprecise pronunciation.
• GMT is not interactive or engaging for learners.

Opportunities:

• It offers the possibility of learning a new language using textbooks.
• Students can learn vocabulary not only in the target language, but also in their mother tongue.

Threats: 

• Classes can get boring 
• More STT (student talking time) 
• Students may not be used to translating word for word.

Introduction

Hello, this is Josue Mendez. Welcome to my blog for my English Didactic class! 😇

First of all I would like to introduce myself. I'm currently in my last year of college and I'm 24 years old. I'm so excited because I'm almost done with this journey. I will be posting the different topics that I will be seeing throughout this course, and I am more than willing to learn as much as possible within this semester.

Let's have fun!😁