TRAIN THE TRAINER – VII : TRAIN THE TRAINER – VII METHODS AND APPROACHES OF TEACHING ENGLISH
THE BILINGUAL METHOD & ITS SCOPE : THE BILINGUAL METHOD & ITS SCOPE This method makes use of two languages – the mother tongue & the target language.
This method can be considered as a combination of the Direct Method and the Grammar- Translation Method.
Dr.C.J.Dadson developed this method.
HIGH LIGHTS OF THE BILINGUAL METHOD : HIGH LIGHTS OF THE BILINGUAL METHOD To improvise the teaching methodology with new techniques using new methods and approaches of teaching English.
To enhance the tough students to improve their communication skills in a very easy manner.
To make the open session more interesting and enthusiastic with the students.
To implement the concepts in the practical classroom in a lively environment.
THE PRINCIPLES OF THE BILINGUAL METHOD : THE PRINCIPLES OF THE BILINGUAL METHOD Foreign/second language can be learned with the help of L1.
Words and sentences in the target language are presented with L1 equivalents.
The use of the L1 is restricted to the teacher only. Students never say anything in their L1.
L1 is not used as translation but as a means to achieve the communicative end.
Sentence is the unit of teaching – not word.
Once the students develop a sufficient command of the target language, mother-tongue is completely withdrawn.
THE NORMAL PROCEDURE & STEPS IN TEACHING : THE NORMAL PROCEDURE & STEPS IN TEACHING The teacher reads out a dialogue to the class just once which the students listen with their books closed.
The class repeats the lines after the teacher with their books open and glancing at them between imitation responses.
Meaning is conveyed through L1 equivalents at the sentence level.
The teacher says each sentence of the dialogue twice with L1 version sandwitched between the two.
Not word but utterance equivalents are given.
CRITICAL EVALUATION : CRITICAL EVALUATION This method cannot claim to be innovative because its procedures are not much different from earlier methods.
Students become dependent on their native tongue for understanding the structure of the target language.
The focus is on the grammatical structures rather than on how those structures are used in everyday conversation.
It places unusual demand on the teachers as they are to be proficient in the two languages – L1 and L2
It does not seem to follow any set theory in language teaching and learning.
PRACTICAL APPLICATION : PRACTICAL APPLICATION BILINGUAL METHODS USES A DIALOGUE FORM TO CONVEY THE MEANINGS AS IN
Practical approach in the next slide.
PRACTICAL APPROACH-STEP 1 : PRACTICAL APPROACH-STEP 1 Teaching methodology of a bilingual method using teacher.
Teacher: would you close the door, please?
Teacher: (Gives a Sentence in L1 Twice)
Teacher: Would you close the door, Please?
Teacher: (directs the students to repeat the sentence after him/her)
BILINGUAL BECOMES MONOLINGUAL : BILINGUAL BECOMES MONOLINGUAL No word but utterance equivalents are given ( either whole utterance or in meaningful parts)
Mother – Tongue interference is allowed.
Once the students achieve communicative proficiency, the mother – tongue is withdrawn and the approach becomes monolingual.
TASK 1 - DISCUSSION : TASK 1 - DISCUSSION Observe students acquiring their mother tongue and learning English language. Are there any differences between acquisition of L1 and L2(English)?
TASK – 2 (Major Problems) : TASK – 2 (Major Problems) One of the major problems of learning a second language is the problem of overcoming the pull of the mother tongue.
The best way to deal with this problem is to concentrate the efforts on the sounds and the structures in which the difference between the two languages is the greatest.
SUGGESTIONS TO THE LEARNER : SUGGESTIONS TO THE LEARNER To help the learner in this task, the teacher will have to find out these ‘trouble spots’ and devise suitable strategies to deal with them.
Identify some trouble spots’ among the learners of class I English and suggests some strategies to deal with them.
SUGGESTIONS TO THE TEACHER : SUGGESTIONS TO THE TEACHER What can we do as teachers, then?
We should be aware of the various approaches but ultimately, teachers need to use their discretion in deciding on what method to use and when.
Any method that works, is good. The objective of teaching English must be achieved.
THANK YOU : THANK YOU I WOULD BE PLEASED, IF YOU SEND ME A FEED BACK ON HOW THIS CONCEPT WORKED FOR YOU IN YOUR CLASSROOM.
THANK YOU EVERYONE FOR THE PRESENCE.