Teaching

Approaches [and
Strategies] in
English
Language
Instruction
RODOLF JOHN T. RODRIGUEZ, PhD
Education Program Supervisor
DEPED REGIONAL OFFICE IX
Why do we teach the language?

to speak the language

oral or written
to write the language
medium
to read the language

Social, economic, political; [critical] literacy

 THE TRUTH!
❑ Learning today appears to
be passive, and
unmotivated. Indeed,
Kumaravadivelu (2003)
stated that passivity,
reticence, and lack of
critical thinking are very
common among Asian
learners.
❑ Accordingly, passive
learning happens
because of the
“strange concepts”
that learners cannot
associate themselves
in the entire process
of learning.
❑ For Freire (1993),
Banking Model
remains dominant in
today’s education that
worsen the spirit of
empowerment,
motivation and agency.
❑ Learning passivity
gives birth to “learning
oppression
[marginalization] and
learning poverty.”
(Salayo, 2021).
 Teaching and learning
styles and
Teachers’ and
attitudes
learners’ Learning and thinking
personality ability

Factors affecting learning

success and engagement
Teachers’ and
learners’ +/-
Psychology of
behavior
teaching and
learning
Teacher-learner
Environmental
relationship
support
 Key Frame:
From-theory-to-practice model
[practicing]

From-practice-to-theory model
[theorizing]
 Learning
Theories
BEHAVIORISM
(Pavlov, Skinner, Thorndike, & Watson)

❑ Learning changes in forms or frequency of the

observable performance
❑ Learners are passive; teachers are expert
❑ Key terms: stimulus, response, practice,
reinforcement, memorization, feedback
 Learning
Theories
COGNITIVISM
(Piaget & Vygotsky)

❑ Learning is a mental processing [information is

received, organized, stored and retrieved in/by
the mind]
❑ Students are more active; teachers create
meaningful processing to store long-term
memory.
 Learning
Theories
COGNITIVISM
(Piaget & Vygotsky)

❑ Key terms: gaining attention, rehearsing, chunking,

encoding, storing, meaning-making, relating to
prior knowledge, making analogies, using
mnemonics, memorizing, applying rules, &
processing information
 Learning
Theories
PERSON-CENTERED
(Rogers)

❑ Learner as whole-person approach [values,

interests, emotions, etc.]
❑ Teachers are facilitators as the process aims to
develop learners’ self-autonomy, agency,
independence, etc.
❑ Key terms: teacher’s authenticity, unconditional
acceptance, confidence to learners, empathy
 Learning
Theories
CONSTRUCTIVISM
(Piaget & Vygotsky)

❑ Learning sustains “no absolute, objective truth.”

❑ It invites learners to discover learning/knowledge.
❑ Key terms: activating prior knowledge, coaching,
reflecting, discovering, experimenting,
collaborating, employing authentic contexts,
meaning-making, problem-solving, self-regulating,
researching
 Learning
Theories
EXPERIENTIAL LEARNING
(Kolb)

❑ Learning is developed through experiences, and

engagements.
❑ It is process-oriented; relearning may take place;
challenging [dissonance]; constructive
❑ Key terms: collaborating, community
partnership and services, brainstorming, sharing
 Learning
Theories
CRITICAL PEDAGOGY
(Paulo Freire)

❑ Learning/education encourages “conscientization”

or social consciousness.
❑ It promotes problem-posing model of education
through dialogue.
❑ Key terms: democracy, liberation, equality/equity,
empowerment, researching
Language Teaching Approaches
[Traditional]

1 Natural Approach
Grammar-Translation Approach
2
3 Direct Method
Language Teaching Approaches
[Skill-based]

4 Reading Approach
5 Audiolingual Approach

6 Oral-situational Approach
 Language Teaching
Approaches
[Skill-based]
7 Cognitive Approach
8 Affective-Humanistic Approach

9 Comprehension-based Approach

10 Communicative Language Teaching

 Language Teaching
Approaches
[Skill-based]
11
Designer Method
12 The Silent Way
13 Community Language Learning

14 Total Physical Response [TPR]

15 Suggestology / Suggestopedia
Learner-
centered Critical/creative
Teaching Teaching
Revolutionary
Teaching

Transformative Reflective
Teaching Teaching

Sustainable
Dialogic Constructive
Teaching
Teaching Teaching
PROCESS-BASED APPROACHES /
STRATEGIES
PRE-TASK DEPENDENCE

DURING

POST-TASK INDEPENDENCE
PROCESS-BASED APPROACHES /
STRATEGIES
PRE-TASK MODELING [T]

DURING

POST-TASK DEMONSTRATING [L]

PROCESS-BASED APPROACHES / STRATEGIES

PRE-TASK
ESTABLISH THE
GOAL /
DURING FRAMEWORK

POST-TASK [PROBLEMATIZING]
PROCESS-BASED APPROACHES / STRATEGIES

GUIDED;
PRE-TASK SUPPORTED
[TEACHER,
DURING PEER,
COMMUNITY,
POST-TASK SCIENTIFIC AND
ACADEMIC
REFERENCES]
INDEPENDENT
PROCESS-BASED APPROACHES / STRATEGIES

PRE-TASK ASSESSMENT
[SELF, PEER,
DURING TEACHER];
CRITIQUING;
POST-TASK PUBLISHING;
SHARING/
ACTUALIZING
PROCESS-BASED APPROACHES /
STRATEGIES
PRE-TASK
CRITICAL
DURING

POST-TASK
ACTION-BASED
[SOCIAL
ACTION];
CRITICAL
 Teaching
Approaches
16 An eclectic approach
❑ This approach becomes an immediate to the
limitations of the classic approaches.

❑ It is a flexible use of the different methods/materials

to achieve learning.

❑ It aims to cater learners’ differences, preferences,

and styles.
Teaching Approaches
Differentiated Instruction
▪ Hidden identities
▪ Power, boundaries,
ideologies, and
identities
▪ Safe classroom
 Teaching
Approaches
17 Task-Based Approach
❑ Language learning occurs by addressing/completing
the goals of a certain task by following structured
stages: pre-task, task, planning, report, analysis,
and practice.

❑ This approach focuses on the “process” rather than

the output.
 Teaching Approaches
18 Project-
Based
Approach
 Teaching Approaches
19 Inquiry-Based Approach
❑It is an active approach/method that
encourages the learners to ask questions,
conduct research, and explore new ideas.

❑It guides the learners to develop their critical

thinking, problem-solving, and research skills.
 Teaching Approaches
Content and Language
20 Integrated Learning [CLIL]
❑It promotes integration of language with
other disciplines [Math, Science, Social
Sciences, etc.]

❑It helps learners adopt the different version

of English language.
 Teaching
Approaches
Content and Language
20 Integrated Learning [CLIL]
❑Its successful implementation is supported
by 4 C’s [content, communication, cognition,
and culture].

❑It supports motivation and attention, but it

challenges students with difficulties with L2.
 Teaching Approaches
21 Cooperative Learning
❑It is a student-centered approach that
permits learners to work together to achieve
common goals.

❑It also promotes critical thinking, community

learning and cooperation, instead of the
typical competition.
 Teaching
Approaches
21 Cooperative Learning
❑Aim:
[1] foster academic and social growth;
[2] develop individual’s accountability,
positive interdependence, interpersonal
and social skills
 Teaching
Approaches
22 Critical Language Pedagogy [CLP]

PAULO FREIRE
 Teaching Approaches
22 Critical [Language] Pedagogy
- Teaching is a political act (NOT NEUTRAL)

- Teaching is a social consciousness

(humanization)

- Debunking “Banking Model of Education”

- Promoting dialogic engagement

 Language teaching and Learning

CRITICAL LANGUAGE
* empowerment / liberatory power /

CONSCIENTIZATION /
PEDAGOGY
emancipation

* active members of the society:

participation and voice

* SOCIAL TRANSFORMATION AND

SOCIAL
JUSTICE
(READ & WRITE THE WORD; READ &
WRITE THE WORLD)
Critical language pedagogy does not only
communicate concepts; instead, it is a product that
is constructed by the ways students recognize
themselves, their social surroundings, their histories,
and their potentials for the future and to understand
how to dominate societal power, how to convert
that power to the less-powerful, and how to exercise
their influences in a right way to make the world a
better and more equal place (Riasati and Mollaei,
2012).
Challenges of CP

TEACHERS are providers of knowledge and activators of

learning process.
 Lack of appreciation to the learners’ autonomy (choosing
issues and matters to be discussed, activities to be done
and making changes to describing the activities they
practice in the class; hence, teachers failed to work on the
needs of the students)
Critical Thinking Criteria for Evaluating Online Discussion by
Arla G. Bernstein and Carol Isaac (2018)

Problematizing

Clarifying Issues

Reasoning (Logic of Arguments)

Synthesizing Ideas

Referencing (readings, observations, investigations/researches)

Providing Solutions (Problematizing)

 Features of critical engagements
Localized Instructions and Materials through Micro-culture

Perspectives

Practices

Products
 Features of critical engagements

The learners’ L1

❑ (Swan & Lapkin, 2000): moves the task along, strengthens the focus or attention to
the task and interpersonal interaction among the members

❑ (Beare, 2000; Jones & Tetroe, 1987; Qi, 1998; Wang 2003 & Woodall 2002, Centeno-
Cortes & Jimenez, 2004): supports higher-order activities such as planning or
preventing cognitive overload

❑ Vygotsky (1978): connects the learner and the social world

❑ L1 constructs identity, agency and motivation to participate (question the observed

inequalities, providing authentic knowledge, dissecting issues, providing solutions).
 Features of critical engagements

The observation of negotiation and contention

Negotiation and contention prove that learners are empowered in

producing their own voices as their contribution in building new
knowledge. They further feel their roles in addressing the
problematized issues in order to thinking critically of the solutions
through active engagements.
 Features of critical engagements

The collaborative/cooperative approach

(Localized/contextualized)
❑ Studies proved that collaborative and cooperative approach
promotes unity/cohesion among members of the working
/learning group. Hence, being part of a group established an
assurance of confidence to support one another in building bigger
ideas.

❑ These approaches give opportunity for a dialogic engagement.

 Features of critical engagements

The “society” as instructional tools

“Society” pertains to every learner as a member of a bigger
community. Their affiliations to any group (social, political, cultural,
etc.) means ownership of identity that empowers them to strengthen
their participation. Also, “society” refers to their own stories that
need to be recognized. Hence, learners become more active if they
can relate and own (in) the process of learning.
CRITICAL LANGUAGE PEDAGOGY AS
INSTRUCTIONAL FRAMEWORK

NEGOTIATED /
FLEXIBLE (NEED- LOCALIZED /
PROBLEMATIZED
BASED) CONTEXTUALIZED

SOCIETY-BASED /
CULTURE-BASED SUBJECTIVE DIALOGIC

COLLABORATI
VE REFLECTIVE
ETHICAL / TRUTH-
BASED AND ACTION-
BASED
 • Health Issues / Resiliency of Health Agency
• Readiness of (Public) Education (Online Teaching) Social Action
• Sustainability
• Electric or water bill / consumption
• Survival of Tourism Industry
• Food Industry
• Environmental Protection
• Terrorism and Human Rights (Women and children)
• Economic resiliency
• Justice system
• Popculture
• Women, children, senior citizens
• Ethics / Morality in leadership
• Peace and security
• Global citizenship and internationalization
Language Citizen
Salayo, J.D. (2023). Criticality and sustainability in the Philippine basic education virtual engagements.
In A. Zimmerman (Ed.), Research, Practice, and Innovations in Teacher Education during a Virtual Age (pp. 296-313).
IGI Global. https://doi.org/10.4018/978-1-6684-8407-4.ch014.
 Teaching Approaches
23 Pedagogical Translanguaging
❑ It is an approach that integrates two or more languages in
teaching similar lesson.

❑ Goals:
[1] acknowledge and use available language resources of the
bi/multilingual learners;
[2] develop language skills of the involved languages;
[3] decolonize classic/traditional language teaching
approaches
 Teaching
Approaches
23 Pedagogical Translanguaging
❑ Its implementation begins with the use of the learners’
common language [input], and then they are expected to
process/ produce the output using the target language.

e.g. using Filipino text as instructional materials or

references of discussion; the discussion must be using
another language / target language [English]
 Teaching Approaches
23 Pedagogical Translanguaging
❑ This approach improves learners’ language agency,
motivation, self-efficacy, and translanguaging
awareness.

❑ It invites learners to reflect on L1-L2-L3 similarities and

differences.
24 Stylistic Approach
❑ It is a critical approach that employs the methods and
findings of the science of linguistics in analyzing a
literary text using linguistic devices [phonological,
lexical, syntactic level].

❑ Its goals include: (1) produce meaningful interpretation

of the text; and (2) expand the language knowledge
and awareness.
M.A.K. Halliday’s Transitivity Analysis
M.A.K. Halliday’s Transitivity Analysis
M.A.K. Halliday’s Transitivity Analysis
M.A.K. Halliday’s Transitivity Analysis
M.A.K. Halliday’s Transitivity Analysis
FAIRCLOUGH’S CRITICAL DISCOURSE ANALYSIS
SPEECH ACTS [ILLOCUTIONARY]

Performative Actions Example

Categories
Reporting the truth;
Representatives Tell how things are
concluding; citing
Directives Encourage action Requesting
Promising; pledging;
Commissives Commit speaker to action
threatening; swearing
Praising; thanking;
Expressives Express psychological state criticizing; complaining;
blaming
deciding; prohibiting;
Declarations Change the state of affairs
rejecting; canceling
SECTOR ANALYSIS
 References:
Celce-Murcia, M., Brinton, D.M., Snow, M., & Bohlke, D. (2013). Teaching English as a
second or foreign language (4th edition). Heinle ELT.

Salayo, J.D. (2023). Criticality and sustainability in the Philippine basic education virtual
engagements. In A. Zimmerman (Ed.), Research, Practice, and Innovations in Teacher
Education during a Virtual Age (pp. 296-313). IGI Global. https://doi.org/10.4018/978-
1-6684-8407-4.ch014.

Salayo, J.D. (2021). Online instructions as a new learning territory for a Filipinized
critical language pedagogy: From the era of pandemic onward. In J. Chen (Ed.),
Emergency Remote Teaching and Beyond. Voices from World Language Teachers
and Researchers (pp. 214-234). Springer Nature Switzerland.
https://doi.org/10.1007/978-3-030-84067-9_11.

Salayo, JD & Macam, A.L. (2019). Exploring character delineation: A transitivity analysis
of O. Henry’s “A Retrieved Reformation”. Asian Journal of English Language Studies.
https://doi.org/10.59960/7.a7.

Tangen, J. L., Borders, L. D., & Fickling, M. J. (2019). The supervision guide: Informed by
theory, ready for practice. International Journal for the Advancement of Counselling,
41, 240-251. https://doi.org/10.1007/s10447-018-09371-5.
Thank
you!