Orientations Toward Language Teaching Lynn W Zimmerman, PhD

Orientations An orientation - a set of assumptions about language and learning that guide teacher practice Four Orientations Toward Language Teaching Grammar-based Communicative Empiricist Rationalist

Grammar-Based Orientation Different kinds of knowledge located in different parts of brain. Need to exercise those parts of the brain Based on following assumptions about language learning: Learning a language means learning the grammar and vocabulary expands one’s intellect enables one to translate great works of literature helps you learn your own language better, especially grammar Grammar-translation method – goal of translating literature from L2 to L1

Communicative Orientation Goal = communicate  Based on following assumptions about language learning: Native language should not be used in the classroom Students should make direct associations between the TL and the meaning Language is primarily speech, but reading and writing should be taught from the outset Purpose of language learning is communication. Learning a language also involves learning about the culture. Direct method – no translation allowed. Goal is to make associations between language and meaning, usually while studying about the language and history of the TL

Empiricist orientation Behaviorist psychology and structural linguistics Based on the following assumptions about language learning: Language is speech, not writing. A language is a set of habits. Teach the language, not about the language. A language is what its native speakers say, not what someone thinks they ought to say. Languages are different. Structural linguists view writing as secondary to speaking. Should not focus on teaching grammar. Contrastive analysis – can learn language by comparing it to another one

Empiricist Methods Audio-Lingual Method (ALM) goal is to create language habits emphasis on oral language development dialogs and drills substitution drills use everyday vocabulary, but out of context Notional Functional Approach goal is to learn notions of time/space and functions of language Dialogs help students develop notions and functions Suggestopedia a relaxed setting can help student learn language effortlessly

Rationalist Orientation From Chomsky’s generative grammar and cognitive psychology Based on the following assumptions about language learning: A living language is characterized by rule-governed creativity The rules of grammar are psychologically real People are especially equipped to learn language A living language is a language in which we can think Rules are subconscious rules that speakers develop and use to produce and comprehend language.

Rationalist Methods Silent way Community language learning Students develop language by taking responsibility for their learning The teacher models something once, then it is up to the students to reproduce it correctly. Colored charts are used to teach sounds, words and sentences.   Community language learning Conversations among students are taped and then used as a text for learning Problem posing Students and teacher pose a problem to be solved Lessons designed to equip students with language needed to discuss problem and find solutions Total Physical Response (TPR) Students act out commands Used with beginning level students often as a technique.

More Rationalist Methods Natural Approach Focuses on making input comprehensible Students move through a series of stages from preproduction to intermediate fluency At each stage the teacher uses different techniques   Cognitive Academic Language Learning Approach (CALLA) Grade-appropriate content Academic language development Instruction in learning strategies Emphasizes cognitive academic language development Structured Instruction Observation Protocol (SIOP) Used with different age groups and different subject areas Integrate language skills into content teaching

References Freeman, D. & Freeman, Y. (2014). Essential linguistics. Portsmouth, NH: Heinemann.