The Approaches

for Language
Arts in Teaching
 Different Types of Approaches
Communicative Situational
Co

Language Content-Based

Language Functional- Task-Based

Scaffolding Notional

Cooperative Multi-skill Participatory

Learning
 01 02 03

Communicative Language Cooperative

Language Scaffolding Learning
 01 02 03

Communicative Language Cooperative

Language Scaffolding Learning
 COMMUNICATIVE
LANGUAGE
Communication is essentially
the basis for language and
Communicative Approach. It
seeks to develop the
communication skills for the
students to be able to engage
and converse with each other
meaningfully.
 COMMUNICATIVE
LANGUAGE
It is an approach to teaching
language that focuses on real
communication and
interaction rather than just
rote learning of grammar and
vocabulary. It emphasizes
the practical use of language
in everyday situations.
 COMMUNICATIVE
LANGUAGE
This approach is very student-
focused. The participation and
engagement of the students in
the classroom discussion is
very important factor. For this
factor to be effective, the
teacher must encourage
students to participate.
 01 02 03

Communicative Language Cooperative

Language Scaffolding Learning
LANGUAGE SCAFFOLDING

Scaffolding theory was

first introduced in the late
1950's by Jerome Bruner,
a cognitive psychologist.
He used the term to
describe young children’s
oral language acquisition.
LANGUAGE SCAFFOLDING

Scaffolding in the
classroom includes
helpful and meaningful
interaction between the
teacher and the student.
LANGUAGE SCAFFOLDING

The language scaffolding

approach is an
instructional method
that provides support
and structure to help
learners acquire a new
language.
 LANGUAGE SCAFFOLDING

Example:

“I see a cat”
 LANGUAGE SCAFFOLDING

Example:

“I see a cat”

“The cat I saw yesterday is

black”
 LANGUAGE SCAFFOLDING

Example:
 LANGUAGE SCAFFOLDING

Example:

Apple
LANGUAGE SCAFFOLDING

A Scaffolding is temporary
framework that is utilized
by the more knowledgeable
person to help guide the
students to improve and
enhance his or her learning
 01 02 03

Communicative Language Cooperative

Language Scaffolding Learning
COOPERATIVE LEARNING
Cooperative learning is an
educational approach that
involves students working
together in small groups to
achieve common goals or
complete tasks. This
method emphasizes
COOPERATIVE LEARNING
collaboration, active
participation, and shared
responsibility among students.
It is based on the idea that
students can learn not only
from their teacher but also
from each other.
COOPERATIVE LEARNING
Five Basic Elements (Johnson
and Johnson 1999)

Positive Interdependence
Students feel responsible for
their own and the group’s
effort.
COOPERATIVE LEARNING

Face-to-face Interaction
Students encourage and
support one another; the
environment encourages
discussion and eye contact.
COOPERATIVE LEARNING

Individual and Group

Accountability
Each students is responsible
for doing their part; the
group is accountable for
meeting its goals
COOPERATIVE LEARNING

Group Behaviors
Group members gain direct
instruction in the
interpersonal, social, and
collaborative skills needed
to work with other occurs.
COOPERATIVE LEARNING

Group Processing
Group members analyze
their own and the group’s
ability to work together.
 04 05 06

Functional-
Situational notional Multi-skill
 04 05 06

Functional-
Situational notional Multi-skill
 SITUATIONAL APPROACH

The oral approach or

Situational Language Teaching
is based on structural view of
Language. Speech, structures
and a focus on a set of basic
vocabulary items are seen as
the basis of language teaching.
 SITUATIONAL APPROACH
Situational Language Teaching is
characterized by two major
features:
1. focus on both vocabulary and
reading is the most salient
trait of SLT. Mastery of a set
of high-frequency vocabulary
items is believed to lead to
good reading skills.
SITUATIONAL APPROACH

2. An analysis of English and a

classification of its prominent
grammatical structures into
sentence patterns is believed to
help learners internalize
grammatical rules.
SITUATIONAL APPROACH

in the Situational Language

Teaching approach, it is important
to provide activities that
emphasize oral communication,
practice of language structures,
and real-life situational contexts.
 04 05 06

Functional-
Situational notional Multi-skill
 FUNCTIONAL-
NOTIONAL

The Functional-notional approach

deems language as communication
with a purpose.
 FUNCTIONAL-
NOTIONAL

It simply means that we need to

talk because we need to
communicate something. There are
purposes and meanings behind the
sounds that come out of our mouth.
 FUNCTIONAL-
NOTIONAL
When we speak, we have various
purposes, it may be we want to
inform, to persuade, to agree, to
question, to insinuate, to explain,
and so much more. We do not omit
sounds just for the sake of making
sounds. That is what Functional-
notional approach explains.
 FUNCTIONAL-
NOTIONAL
some of the most common activities
in this approach are:
Roleplay
Information Gap Activities
 04 05 06

Functional-
Situational Multi-skill
notional
 MULTI-SKILL APPROACH

Multi-skill approach is also know

as “Skill-Based Approach”.
 MULTI-SKILL APPROACH
Skill-Based instruction is about
planning, implementing, and
assessing literary skills. In a skill-
based classroom, a good amount of
instructional time is dedicated to
practicing, assessing, and reflecting
on skills. As a students practice
skills, they are reading non-fiction
texts, discussing ideas, and
summarizing essential information.
 MULTI-SKILL APPROACH

The teacher’s role in skill-based

instruction is to set high
expectations, facilitate skills,
practice, and support all students to
become skilled individuals. Teachers
serve as the coach of the team in
this approach.
 Different Types of Approaches
Communicative Situational
Co

Language Content-Based

Language Functional- Task-Based

Scaffolding Notional

Cooperative Multi-skill Participatory

Learning
 01 02 03

Content-based Task-Based Participatory

 01 02 03

Content-Based Task-Based Participatory

 CONTENT-BASED APPROACH

Is an approach to language
teaching that focuses not on the
language itself, but rather on
what is being taught through
the language which means the
language becomes the medium
through which something new is
learned.
THEORY OF CBI “CONTENT-BASED INSTRUCTION”

The theory behind CBI is that

when students are engaged with
more content, it will promote
self-motivation. Students will be
able to use more advanced
thinking skills when learning new
information and will focus less on
the structure of the language.
 01 02 03

Content-based Task-based Participatory

 TASK-BASED APPROACH

Task-based learning, and

enhancement of the
communicative approach,
focus on the completion of
specific tasks through which
language is taught and
learned.
THESE ARE TWO MODELS UNDER
THE TASK-BASED APPROACH:
 THESE ARE TWO MODELS UNDER THE TASK-BASED
APPROACH:

Presentation, practice, and production (PPP)

PPP MODEL

PRESENTATION PRACTICE PRODUCTION

 THESE ARE TWO MODELS UNDER THE TASK-BASED
APPROACH:

A deductive approach to fits into a

lesson structure known as PPP
(Presentation, practice and
production)
 THESE ARE TWO MODELS UNDER THE TASK-BASED
APPROACH:

Test, teach, and test (TTT)

TTT MODEL

TEST TEACH TEST

 THESE ARE TWO MODELS UNDER THE TASK-BASED
APPROACH:

Is an approach to teaching where

learners first complete a task, or
activity without help from the
teacher.
 01 02 03

Content-based Task-based Participatory

 PARTICIPATORY APPROACH

A participatory approach
is based on solving the
learner’s problem in real
life, using the target
language as a tool for
this purpose.
 PARTICIPATORY APPROACH

A participatory approach
means that the person in
charge of solving a problem
or designing an innovation
involves people who are
directly concerned by the
result of his or her work.
THESE ARE TWO ELEMENTS USED
IN PARTICIPATORY APPROACH:

1. Group Work (discussion)

2. Public Speaking
 CHINESE PROVEBS:

"A thousand teachers, a

thousand approaches"
 RESOURCES:

https://youtu.be/VG1TDyESsLw?
feature=shared