Language Teaching

Innovations
in
19 Century
th
Factors contributed to a questioning
and rejection of the Grammar
Translation Method:
Demand for oral proficiency
or ability to speak a foreign
language
Reformers reconsidering the
nature of language and
learning
Language teaching specialists
turned their attention to the
way modern languages were
being taught in secondary
schools
Prominent specialists created
new teaching strategies for
language teaching
 THE FRENCHMAN CLAUDE MARCEL
(1793 – 1896)

referred to child language

learning as a model for
language teaching
 THE FRENCHMAN CLAUDE MARCEL
(1793 – 1896)

emphasized the importance of

meaning in learning
 THE FRENCHMAN CLAUDE MARCEL
(1793 – 1896)

proposed that reading be

taught before other skills
 THE FRENCHMAN CLAUDE MARCEL
(1793 – 1896)

triedto locate language

teaching within a broader
educational framework
THE ENGLISHMAN THOMAS PRENDEGAST (1806 –
1896)

Use of contextual and

situational cues to interpret
utterances
 THE ENGLISHMAN THOMAS PRENDEGAST (1806 –
1896)

“structural syllabus” advocating

that learners be taught the most basic
structural patterns occurring in the
language
  
THE FRENCHMAN FRANCOIS GOUIN
(1831 – 1896)

developed an approach based

on his observations of
children’s use of language
 THE FRENCHMAN FRANCOIS GOUIN
(1831 – 1896)

believed that language learning

was facilitated through using
language to accomplish events
consisting of a sequence of
related actions
 THE FRENCHMAN FRANCOIS GOUIN
(1831 – 1896)

used situations and themes as

ways of organizing and presenting
oral language – the “Gouin
series” or the Series Method
 THE FRENCHMAN FRANCOIS GOUIN
(1831 – 1896)

 SeriesMethod- is a method that taught

learners directly (without translation) and
conceptually (without grammatical rules
and explanations) a series of connected
sentences that are easy to perceive.
 THE FRENCHMAN FRANCOIS GOUIN
(1831 – 1896)

emphasized presenting each

item in context and using
gestures to supplement verbal
meaning
 THE FRENCHMAN FRANCOIS GOUIN
(1831 – 1896)

taught learners directly a

series of connected events
EXAMPLE OF A SERIES METHOD

I walk toward the door. I draw near to

the door. I draw nearer to the door. I
get to the door. I stop at the door.
I stretch out my arm. I take hold of
the handle. I open the door. I pull the
door.
Educators recognized the need for
speaking proficiency rather than
reading comprehension, grammar, or
literary appreciation as the goal for
foreign language programs.
There was an interest in how children
learn languages which prompted to
develop teaching principles from
observation of child language
learning.
 The work of ideas and methods of Marcel,
Prendegast, and Gouin were developed
outside the context of established circles
of education. Hence, lacked the means for
wider dissemination, acceptance, and
implementation.
There was no sufficient
organizational structure in the
language teaching profession to
enable new ideas to develop into an
educational movement.
Thank you for
listening!