APPROACHES AND

PARADIGMS
Camila tamburelli- daiana Flores Polo
• COMMUNICATIVE
Language teaching
• CONTENT AND
LANGUAGE
INTEGRATED
LEARNING
• PPP PARADIGM VS
OHE PARADIGM
 N I C A T
O M M U
C a g e
L a n g u
IV E
a c h i n g
Te
 WHAT IS IT?

CLT’s goal is to get They need

students to knowledge of the
communicate in the linguistic forms and
target language meanings.
 Roles
Teacher Students
• Communicators
• To facilitate • They are actively
communication in the engaged in
classroom. negociating meaning.
• Adviser
Three features
1
information gap

2
Choice ABOUT WHAT AND
HOW
3
fEEDBACK
Characteristics
Communicative activities Students interact with
one another

Authentic materials Uses all the skills from

the begining

Mistakes are a natural outcome in fluency

based activities
CLIL

content and
language
integrated
learning
 WHAT IS IT?
CLIL stands for Content and
Language Integrated Learning. This
approach is used to teach students
about a new subject in a language
foreign to them.
• Improves language proficiency and academic
performance.
• Authentic language use.
• Increases student motivation and cognitive skills
• Cultural awareness and global competence.
• Transferable skills.
• Preparation for multilingualism.
• Teacher collaboration and professional
development.
• Flexible teaching strategy.
 4 c’s (coyle 2008)

01 CONTENT
Knowledge, skills
02 communication
Use language while
and understanding learning how to use it.

03 Cognition
03
Thinking skills for 04 CULTURE
Exposure to alternative
concept formation,
perspectives.
understanding and
language
ARE CBI AND CLIL THE
SAME?
• An English language teacher,
along with a course content
teacher, co-teach content, CB
usually for ESL learners.
I

• A content teacher teaches

CLI content through a second or
foreign language.
L
 PPP
PARADIGM
VS
OHE
ppp and ohe paradigms
• Observe, hypothesise and experiment is an
• Presentation, practice, production is a
alternative to PPP
lesson structure, which follows that order.
• It suggests three stages
• It’s commonly used by new teachers as it’s
• Observe→ the language in use, through
easy to follow.
listening or reading.
• 1st stage Presentation→the language is
• Hypotheses → students make hypotheses
introduced, usually by introducing a
about how the language works.
context or situation.
• Experiment→ with the language creating it
• 2nd stage Practice→students use the
themselves in their own contexts
language in a controlled way. Then it
• Takes longer term view of learning and
might be a freer way.
cannot limit language to a single structure
• 3rd stage Production→the language is used
and presume this has been learnt by the
more openly, as fluently and naturally as
end of the class (as PPP advocates)
possible.
 • Larsen-Freeman, D Techniques and Principles in Language Teaching. Chapter
9 Oxford University Press, 2nd Edition, 2000.

• Barefoot TELF Teacher blog, 2020.

https://www.barefootteflteacher.com/p/what-is-presentation-practice-production

• Sanako Blog, 2023. https://sanako.com/what-clil-is-and-how-to-use-it-in-

language-teaching#:~:text=CLIL%20stands%20for%20Content
%20and,example%20drawing%20or%20climate%20change

• Sandy Millin Blog, 2011

Bibl iogr ap hy https://sandymillin.wordpress.com/2011/05/15/observe-hypothesize-

experiment/

• Richards, J Communicative Language Teaching Today

• Richards, J. & Rodgers, T. Approaches and Methods in Language Teaching.

Chapter 6, pages 116-138. Cambridge University Press, 3rd Edition, 2014.
Thank you
:)