PORTFOLIO

Theory and Practice in Language Teaching

Professor: Ana E. Palencia

Student: Argelis Sandoval

I.D.: 8-389-594

May 17, 2014

P R O F E S S O R A N A P A L E N C I A G E T T I N G R E A D Y F O R T H E C L A S S

W E E K 1 A P R I L 2 6 : I N T R O D U C T I O N / D E V E L O P M E N T O F E LT

In this class we talk about Approaches, Methods and Techniques in

Language Teaching. The teacher explained that a theory is not an approach

by itself. An aproach is a tendency based on a theory. An approach is a set

of correlative assumptions dealing with the nature of language teaching and

learning. A method is an overal plan for the orderly presentation of language

material, no part of which contradicts, and all of which is based upon, the

selected approach. A technique is a particular trick, stratagem or contrivance

used to accomplish an immediate objective. Techniques must be consistent

with a method, and therefore in harmony with an approach as well.

K E Y W O R D S F O R A P P R O A C H E S , M E T H O D S A N D T E C H N I Q U E S

D O I N G T H E I R B E S T B E F O R E P R E S E N T I N G T H E I R I D E A S

R E P R E S E N T A T I O N O F A N A P P R O A C H , M E T H O D A N D T E C H N I Q U E

R E P R E S E N TAT I O N O F A P P R O A C H E S , M E T H O D S A N D T E C H N I Q U E S

A C R O N Y M S

We also learned about some acronyms regarding Language Teaching:

ALM Audio Lingual Method

BICS Basic Interpersonal Communication Skills

CALP Cognitive Academic Language Proficiency

CBI Content-Base Instruction

CLT Communicative Language Teaching

CLL Community Language Learning

EAL English as Another Language

ELL English Language Learner

A C R O N Y M S

EAP English for Academic Purposes

EFL English as a Foreign Language

ELT English Language Training

ESL English as a Second Language

ESP English for Specific Purposes

GTM Grammar Translation Method

OLP Operational Learning Principles

SLA Second Language Adquisition

T H E O R I E S O F T E A C H I N G I N L A N G U A G E T E A C H I N G

T H E O R I E S O F T E A C H I N G I N L A N G U A G E T E A C H I N G

W H A T W E L E A R N I N O U R F I R S T C L A S S

W E E K 2 / M AY 3 R D . : T R A D I T I O N A L A P P R O A C H E S / C LT

Activity done by Diana, Rafael and Argelis. We read about CLT approach

and we explained about it, according to the reading.

C O M M U N I C AT I V E L A N G U A G E T E A C H I N G

Communicative Language Teaching makes use of real-life situations that

necessitate communication. The teacher sets up a situation that students are

likely to encounter in real life. You place less importance on producing

grammatically correct English but more importance on dealing effectively on

the situation . In other words, CLT deals with communicative competence -

the ability to communicate - rather than grammatical accuracy.

C O M M U N I C AT I O N : K E Y W O R D I N C LT A P P R O A C H

A D VA N TA N G E S I N T E A C H I N G A C C O R D I N G T O T H E C LT A P P R O A C H

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.

A D VA N TA N G E S I N T E A C H I N G A C C O R D I N G T O T H E C LT A P P R O A C H

In a world where communication of information and information

technology have broken new considerable ground, CLT can play an

important role in education.

C O M M U N I C AT I V E L A N G U A G E T E A C H I N G

W O R K I N G H A R D F O R T H E P R E S E N TAT I O N S

L E A D I N G A C L A S S

W E E K 3 / M AY 1 0 T H : C B I / T B I / C L I L

The agenda for this day was: Multiple Intelligence Test

Communicative Competence

Current Approaches

M U LT I P L E I N T E L L I G E N C E T H E O R Y

Multiple Intelligence: Everybody has a different mind, and no two

profiles of intelligence at the same time. According to this theory, we

are all able to know the world through language, logical-

mathematical analysis, spatial representation, musical thinking, the

use of the body to solve problems or to make things, an

understanding of other individuals, and an understanding of

ourselves.

G A R D N E R ’ S M U LT I P L E I N T E L L I G E N C E S

It was developed by Dr. Howard Gardner. He proposes eight different

intelligences to account for a broader range of human potential in children and

adults. These intelligences are:

Linguistic intelligence ("word smart")

Logical-mathematical intelligence ("number/reasoning smart")

Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart")

Musical intelligence ("music smart")

G A R D N E R ’ S M U LT I P L E I N T E L L I G E N C E S

Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Naturalist intelligence ("nature smart")

Each person has a different style of learning. Your

learning style may be different to your intelligences.

One thing is the way you learn and the other thing is

“I’m very skillful verbally.”

P R O F E S S O R PA L E N C I A E X P L A I N I N G A B O U T H I G H E R O R D E R T H I N K I N G S K I L L S ( H O T S )

H I G H E R O R D E R T H I N K I N G S K I L L S ( H O T S )

Higher-order thinking, known as higher order thinking skills (HOTS), is a

concept of Education reform based on learning taxonomies (such as Bloom's

Taxonomy). The idea is that some types of learning require more cognitive

processing than others, but also have more generalized benefits. In Bloom's

taxonomy, for example, skills involving analysis, evaluation and synthesis

(creation of new knowledge) are thought to be of a higher order, requiring

different learning and teaching methods, than the learning of facts and

concepts. Higher order thinking involves the learning of complex judgemental

H I G H E R O R D E R T H I N K I N G S K I L L S ( H O T S )

skills such as critical thinking and problem solving. Higher

order thinking is more difficult to learn or teach but also more

valuable because such skills are more likely to be usable in

novel situations (i.e., situations other than those in which the

skill was learned).

P R O F E S S O R PA L E N C I A E X P L A I N I N G A B O U T C O M M U N I C AT I V E C O M P E T E N C E

C O M M U N I C AT I V E C O M P E T E N C E

Communication competence is the ability to choose a

communication behavior that is both appropriate and effective for a

given situation. Interpersonal competency allows one to achieve their

communication goals without causing the other party to lose face.

The model most often used to describe competence is the

component model (Spitzberg & Cupach, 1984) which includes three

components: 1) knowledge, 2) skill, and 3) motivation. Knowledge

competent manner.

C O M M U N I C AT I V E C O M P E T E N C E

simply means knowing what behavior is best suited for a given

situation. Skill is having the ability to apply that behavior in the given

context. Motivation is having the desire to communicate in a

competent manner.

G R O U P W O R K B R O C H U R E SS I L E N T W AY

G R O U P W O R K B R O C H U R E SG T M

G R O U P W O R K P R E S E N T A T I O N SA L M

L E A D I N G A C L A S S

This was a dynamic and interesting class in which we learn more

about approaches, methods and techniques when we teach the

English language. Each participant analyze his/her present

situation in order to improve his/her practice and their student’s

learning.

We got into the main theories of language teaching and learn

how to apply them in the classroom. I would say that after giving

this class I would be putting into practice all the knowledge

acquired.