The Silent Way
The Silent Way
a. Theory of language
Each language is composed of elements that give it a unique rhythm and spirit. Functional vocabulary and core structure are key to the spirit of language.
b. Theory of learning
Processes of learning a second language are fundamentally different from L1 learning. L2 learning is an intellectual, cognitive process. Surrender to the music of the language, silent awareness then active trial.
c. Objectives
Near-native fluency, correct pronounciation, basic practical knowledge of the grammar of the L2. Learner learns how to learn a language.
d. Syllabus
Basically structural lessons planned around grammatical items and related vocabulary. Items are introduced according to their grammatical complexity.
e. Activity types
Learner responses to commands, questions, and visual cues. Activities encourage and shape oral responses without grammatical explanation or modeling by teacher.
f. Learner roles
Learning is a process of personal growth. Learners are responsible for their own learning and must develop independence, autonomy, and responsibility.
g. Teacher roles
Teachers must (a) such (b) test (c) get out of the way. Remain impassive. Resist temptation to model, remodel, assist, direct, exbort.
h. Roles of materials
Unique materials: colored rods, color-coded pronunciation and vocabulary charts.
Community Language Learning
a. Theory of language
Language is more than a system for communication. It involves whole person, culture, educational, developmental communicative processes.
b. Theory of learning
Learning involves whole person. It is a social process of growth from childlike dependence to self-direction and independence.
c. Objectives
No specific objectives. Near-native mastery is the goal.
d. Syllabus
No set syllabus. Course progression is topic based; learners provide the topics. Syllabus emerges from learners intention and the teacher’s reformulations.
e. Activity types
Combination of innovative and conventional. Translation, group
a. Theory of language
Each language is composed of elements that give it a unique rhythm and spirit. Functional vocabulary and core structure are key to the spirit of language.
b. Theory of learning
Processes of learning a second language are fundamentally different from L1 learning. L2 learning is an intellectual, cognitive process. Surrender to the music of the language, silent awareness then active trial.
c. Objectives
Near-native fluency, correct pronounciation, basic practical knowledge of the grammar of the L2. Learner learns how to learn a language.
d. Syllabus
Basically structural lessons planned around grammatical items and related vocabulary. Items are introduced according to their grammatical complexity.
e. Activity types
Learner responses to commands, questions, and visual cues. Activities encourage and shape oral responses without grammatical explanation or modeling by teacher.
f. Learner roles
Learning is a process of personal growth. Learners are responsible for their own learning and must develop independence, autonomy, and responsibility.
g. Teacher roles
Teachers must (a) such (b) test (c) get out of the way. Remain impassive. Resist temptation to model, remodel, assist, direct, exbort.
h. Roles of materials
Unique materials: colored rods, color-coded pronunciation and vocabulary charts.
Community Language Learning
a. Theory of language
Language is more than a system for communication. It involves whole person, culture, educational, developmental communicative processes.
b. Theory of learning
Learning involves whole person. It is a social process of growth from childlike dependence to self-direction and independence.
c. Objectives
No specific objectives. Near-native mastery is the goal.
d. Syllabus
No set syllabus. Course progression is topic based; learners provide the topics. Syllabus emerges from learners intention and the teacher’s reformulations.
e. Activity types
Combination of innovative and conventional. Translation, group