Theory of Bilingual Education

Students:

Alessia Pillinini Fernández

Valeria Picado Olaso

Andrea Porras Castillo

Raquel Vargas Lizano

Gabriela Wo Ching Shedden

Communicative Language Teaching

Characteristics:

-It focuses on language as means of communication.

-The goal of language teaching is to develop communicative competence.

-Language is a system for the expression of meaning.

-The primary function of language is to allow interaction and communication.

-The structure of language reflects its functional and communicative uses.

Techniques/ Stategies

-The notional-functional syllabus was proposed, it specified the semantic-grammatical categories for example: frequency, motion,location and the categories of communicative function that learners need to express.

-Prahbu believed that a task-based approach was the most appropiate model for syllabus desing in CLT because meaningful task can encourage the development of communicative competence through information-sharing.

-Text based material

-Task-based materials: A variety of games,role plays, simulations and task-based communication are activities that support CLT classes. These are typically in the form of one of a kind items: exercise handbooks,cue cards,pair communication, student interaction.

-Realia-based materials: To use autentic materials from-life: newspaper, magazines, graphic and visual sources.

-Technology-supported materials.

Advantages

-It is student-orientated, because it is based on students needs and interest.

-It seeks to personalize and localize language and adapt it to the interests of students.

-It seek to use authentic resources that it is more interesting and motivating for children.

-Children acquire grammar rules as a necessity to speak so is more proficient and efficient.

Disadvantages

-It promotes fossilization: The persistence of errors in learners' language has been attributted to an over-emphasis on communication in language teaching at the expense of accuracy. The promise that the communicative classroom activities would help learners develop both communicative and linguistic competence did not always happen.

-It reflects the "native-speakerism" the communicative orthodoxy taught to teachers who are native speakers of English that reflects a view of teaching and learning that closely reflects culturally bound assumptions from Britain, North America... the system methods develop in these countries reflect the kind of learners who study in universities and their needs may be different from learners in state-based educational programs : schools.

-It is not applicable in different cultures of leaning.

Content-Based Instruction

Characteristics

-Teaching is organized around the content or subject matter that students will acquire, such as history or social studies, rather than around linguistics or other type of syllabus.

-Students learn language and content at the same time, each supporting the development of the other.

-It tends to have as it starting point the goal of a content class.

Techniques/Strategies

-Comprehension is a necessary condition for second language teaching to occur: The goal of CBI is to enable students to comprehend the curriculum presented the second language.

-Negotiation of meaning plays an important role in understanding content: The collaboration of teachers and learners in understanding content.

-Learning is facilitated by corrective feedback: Students develop language awareness and accuracy through the kinds of corrective feedback the teacher provides.