THE SILENT WAY

CONTENT Introduction Approach Design Objectives Procedure

INTRODUCTION In the early 1960s, the reign of the audio-lingual method began to be criticized. Linguists like Noam Chomsky challenged the idea that language acquisition took place by habit formation. Chomsky concluded that language acquisition is a product of rule formation. This led to the formation of the Cognitive Code Approach.

INTRODUCTION (continued) Caleb Gattegno propounded the Silent Way method of teaching language in the early 1970s. Although the Silent Way is not derived from the Cognitive Code Approach, they share some basic principles. A basic rule of the Silent Way method is: “Teaching should be subordinated to learning.” Caleb concluded that learning is a process which we initiate by ourselves by mobilizing our inner resources to meet the challenge at hand. This is another option for an Overview slides using transitions.

APPROACH Theory of learning (Psychology) Using understanding of first language learning processes as a basis for deriving principles for teaching foreign languages to FLL. Makes use of both inductive and deductive learning for rule formation. Theory of language (Contrastive analysis)

DESIGN Objectives Short-term objectives To provide the learner with a basic practical knowledge of the grammar of the target language. To give beginning-level students aural and oral facility in basic elements of the target language. Long-term objective To acquire a near-native fluency in the target language.

DESIGN (Continued) Curriculum (Choice of Content) Structural Syllabus (Grammatical items & rules and functional vocabulary) Organization Syllabus is designed to aid students to build upon their L1 knowledge. They move from the known to the unknown.

PROCEDURE Types of Activities (learning & teaching) Introduction of sound-colour chart Introduction of colour-coded word chart Introduction of colour-coded Fidel chart This is another option for an Overview slide.

TYPES OF ROLES Teacher makes extensive use of silence Student-teacher interaction Student-student interaction What will the audience be able to do after this training is complete? Briefly describe each objective how the audience will benefit from this presentation.

INSTRUCTION MATERIALS Rods Sound-colour chart Use a section header for each of the topics, so there is a clear transition to the audience. Colour-coded word chart Fidel charts

This is a Presentation by Group 3: Samuel Owusu Fianko Anna Amoah Add slides to each topic section as necessary, including slides with tables, graphs, and images. See next section for sample table, graph, image, and video layouts.