cld instructional approaches:
There are three dominant approaches to second language instruction: the grammatical approach, the communicative approach, and the cognitive approach. According to Herrera and Murry (2011), when defining key concepts in regards to second language instruction, "An approach is the philosophical orientation to instruction that serves as a guide for choosing among methods that are considered to be consistent with the tenets of the theory and scientifically based research that ground the philosophy" (pg. 189).
I hope to work with first grade students, and I found it difficult to choose just one approach. Maybe my idea will change once I am actually teaching in a school setting, but in my opinion, I feel that a both the communicative and cognitive approaches should be utilized with students of this age. It is important to foster both communication as well as critical thinking skills.
The grammatical approach is useful in terms of pre-teaching vocabulary, but in my opinion, I feel that this approach serves more purpose once students have a better grasp/understanding of the learned language, as the specifics of the English language can be confusing. This approach seems best for pre-teaching for young students.
In terms of the communicative approach, classroom communicative activities are characterized by the focus on producing meaningful, real communication. This approach emphasizes "communication as the primary purpose of language" (pg. 204).These activities are more learner-centered which provides students opportunities to work and learn together. This approach also allows students differentiated activities. For example, if a student does not know the word, they can point to a picture or try to act out the word. Having these options is important for CLD learners – who may not understand the word in English, but can use other items for reference. I think that this approach also helps students develop connections between their native and English language.
Communicative Approach:
This cognitive approach the emphasis is on WHAT the students should learn and the teacher models the HOW. The end goal is that students are able to work independently and utilize problem-solving skills. I do think, however, that teachers who are going to utilize this method must take the time to prepare the students, fully understand where their students are at in their understanding and take into account how students have approached prior activities and tasks. This approach should be used with students with a better, more advanced grasp of the new language as we want to ensure that the students do not get frustrated and “check out” if they are having difficulty.
Everything leads back to creating a nurturing environment where students feel comfortable learning, pushing themselves and getting out of their comfort zone. I feel that if students feel supported when they are young and just starting out in school, they will develop a love of learning. We, as teachers, need to provide them with the tools and learning approaches that will best serve all students.
The Integrated Content-Based (ICB) Method of instruction is one of the most popular contemporary methods of the communicative approach. As described by Herrera and Murry, the ICB Method involves simultaneously integrating content matter while facilitating second language acquisition skills through supportive language-based instruction that is directly related to the content curriculum. In other words, language skills and content are taught concurrently. (pg. 206-207). One of the aspects of ICB and the communicative approach to instruction is the use of the thematic approach, which is illustrated in this slide show from slideshare.
I hope to work with first grade students, and I found it difficult to choose just one approach. Maybe my idea will change once I am actually teaching in a school setting, but in my opinion, I feel that a both the communicative and cognitive approaches should be utilized with students of this age. It is important to foster both communication as well as critical thinking skills.
The grammatical approach is useful in terms of pre-teaching vocabulary, but in my opinion, I feel that this approach serves more purpose once students have a better grasp/understanding of the learned language, as the specifics of the English language can be confusing. This approach seems best for pre-teaching for young students.
In terms of the communicative approach, classroom communicative activities are characterized by the focus on producing meaningful, real communication. This approach emphasizes "communication as the primary purpose of language" (pg. 204).These activities are more learner-centered which provides students opportunities to work and learn together. This approach also allows students differentiated activities. For example, if a student does not know the word, they can point to a picture or try to act out the word. Having these options is important for CLD learners – who may not understand the word in English, but can use other items for reference. I think that this approach also helps students develop connections between their native and English language.
Communicative Approach:
- CLT is a holistic approach. It doesn’t focus only on the traditional structural syllabus. It takes into consideration communicative dimension of language.
- CLT provides vitality and motivation within the classroom.
- CLT is a learner centered approach. It capitalizes on the interests and needs of the learner.
- In a world where communication of information and information technology have broken new considerable ground, CLT can play an important role in education (Communicative Language Teaching, n.d.).
This cognitive approach the emphasis is on WHAT the students should learn and the teacher models the HOW. The end goal is that students are able to work independently and utilize problem-solving skills. I do think, however, that teachers who are going to utilize this method must take the time to prepare the students, fully understand where their students are at in their understanding and take into account how students have approached prior activities and tasks. This approach should be used with students with a better, more advanced grasp of the new language as we want to ensure that the students do not get frustrated and “check out” if they are having difficulty.
Everything leads back to creating a nurturing environment where students feel comfortable learning, pushing themselves and getting out of their comfort zone. I feel that if students feel supported when they are young and just starting out in school, they will develop a love of learning. We, as teachers, need to provide them with the tools and learning approaches that will best serve all students.
The Integrated Content-Based (ICB) Method of instruction is one of the most popular contemporary methods of the communicative approach. As described by Herrera and Murry, the ICB Method involves simultaneously integrating content matter while facilitating second language acquisition skills through supportive language-based instruction that is directly related to the content curriculum. In other words, language skills and content are taught concurrently. (pg. 206-207). One of the aspects of ICB and the communicative approach to instruction is the use of the thematic approach, which is illustrated in this slide show from slideshare.