Basilan State College

Graduate Studies
Master of Arts in Teaching
English

EDE 202
Language Teaching Approaches,
Methods, Techniques, and their
Applications
Reference: The Practice of English Language Teaching by Jeremy Harmer
(Fourth Edition)
The Place and Means
of Instruction
Schools and language school

In-school and in-company

Real and virtual learning environments

 Class Size
Classes vary in size:
Private lessons (teachers deals with one
student at a time)
Teachers deal with about 100 students.

Techniques employed will depend on how

big the classes are.
 TEACHING ONE-TO-ONE
There is only a student and a teacher (private
lessons)
It has its advantages (e.g.: give feedback) and
drawbacks too (e.g.: lack of rapport)
It is important to:
Make a good impression
Be well-prepared
Be flexible
Adapt to the student
Listen and watch
Give explanations and guidelines
Don’t be afraid to say no
 LARGE CLASSES
They present challenges
Key elements in successful large-group teaching:
Be organized
Establish routines
Use a different pace for different activities
Maximise individual work
Use students
Use worksheets
Use pairwork and groupwork
Use chorus reaction
Take account of vision and acoustics
Use the size of the group in your advantage
 MANAGING MIXED ABILITY
It is one of the most common worries of
teachers.
In private language schools and institutes, this
situation is controlled.
In a differentiated classroom, there are a variety
of learning options designed.
Working with different context:
Teachers can provide students with different
material.
When teachers offer different content, they allow
students to make choices.
Sometimes, it may cause a problematic situation.
 DIFFERENT STUDENT
ACTIONS
Teachers can:
Give students different tasks
Give students different roles
Reward early finishers
Encourage different student responses
Identify student strength
What the teacher does
Teachers will treat different students differently.
Responding to students
Being inclusive
Flexible groupings

Realistic mixed-ability teaching

Ideal classroom: to have time and opportunity to
work with individuals-as-individuals.
As regards differentiation, teachers need to work
in what is possible and what is not.
 MONOLINGUAL, BILINGUAL AND
MULTILINGUAL
Foreign-language students and their first language
English-medium of communication in a
classroom
Sometimes, students translate what they are
learning in their heads.
Switching between L1 and L2 develops naturally.
Students’ identity is shaped by their L1.
Students operate in the classroom in their L1 and
in the language they are studying.
The benefits of using the L1 in the L2 classroom
Useful in planning, self-evaluation and learner
training.
Useful for students to notice differences between
L1 and the target language.
Use of translation activities.

Disadvantages of using the L1 in the L2

classroom
The teacher may not share students’ L1
It restricts students’ exposure to L2
Sometimes, teachers use the L1 language more
than they intended.
 TAKING A STAND
It is important to:
Acknowledge the L1.
Use appropriate L1 and L2 activities.
Differentiate between levels.
Agree clear guidelines.
Use encouragement and persuasion.
 THANK YOU
FOR LISTENING

RICKY C. SEDILLO JR., LPT

Discussant