Based on the Cognitive Code Approach Language must

Based on the Cognitive Code Approach ( Language must not be considered a product of habit formation, but rather of rule formation ) Ø The Silent Way is one of the language teaching methods that adopted this principles. Ø Caleb Gattegno introduced this method in 1963, in his book TEACHING FOREIGN LANGUAGES IN SCHOOLS. Ø

The method depends on the following criteria : 1. Students bring with them their knowledge about the target language, and the teacher should build on this knowledge 2. The method emphasizes learner autonomy (independence) and active participation 3. Teacher’s silence is seen as a teaching tool. 4. The teacher uses a mixture of silence and gestures to attract students’ attention, to get responses from the, and to encourage them to correct their own errors. Ø

5. The teacher works with the students, and the students work on language 6. Teaching should not interfere with learning, teaching should be subordinated to learning 7. Errors are inevitable, teachers must consider them as the students’ attempt of learning Notes: These criteria put the Silent Way in the tradition of discovery learning, that sees learning as a creative problem – solving activity. The class meets for two hours, three days a week.

� Teacher’s Goal : Students use language for self-expression through developing independence. � Teacher’s / Students’ roles : The teacher is like a technician or an engineer; the teacher should focus students’ attention, design activities through which the students can develop self – reliance in learning As for the students, they are active, independent, learning is their responsibility

� Characteristics of the teaching / learning process : Language learning starts with its basic units : sounds Sounds are learned through coloured – sound chart Language learning starts with what learners know about language Starting with sounds should be based on the sounds similar to the ones found in the students’ native language The same colours in the sounds chart are used in the colour-coded fidel chart to teach spelling

Reading and pronouncing words is done through the colour-coded word chart Language structures are learned through a situation The teacher guides the students to discover the structures and pronunciation through cues Students’ errors can be useful to the teacher as evidence of where the language is unclear to students, and hence more work has to be done Students practice the target language structures without repetition and model

Students develop autonomy by exploring language by themselves Teacher get feedback from students at the end of the class. Feedback is to describe either their reactions to the lesson or what they have learned v Interaction Mainly it is student – teacher interaction. The teacher is silent, yet active Student – student is desirable and encouraged as students learn from each other.

� Students’ Feelings : Teacher should observe students’ reactions to make sure that negative feelings would not interfere with their learning. Feedback is useful here. � View towards Language / culture : Languages share a number of features, yet each language is unique, and culture is represented in language. � Language components / skills taught : Sounds, grammar , limited vocabulary at the beginning All skills are emphasized, oral work is done first and then the students read and write what have been practised orally

No fixed, linear, structured syllabus is followed. Language learning starts with what students previously know about the language and then things are built on it. Every time there should be recycling to what has been learned before starting with the new structure. � Evaluation : No formal test is made. The teacher all the time is observing students and assessing their progress. The teacher should neither praise nor criticize students as such things may interfere with learning.

� Students’ Errors : Errors are seen as a natural and important part of language learning. They help the teacher to focus on the language areas where further work is needed. Self – correction is made by the students. Students should learn not to get everything ready-made from the teacher. When the student cannot correct the error, he/she should turn to other students for help. If the two techniques are not available, the teacher then can provide the correct form, but only as a last resort.

� The role of the native language No translation. Meaning is made clear through students’ perceptions The native language can be exploited in making instructions or through getting feedback Also, students’ native language can be exploited as previous knowledge upon which the syllabus is built

� Sound – colour chart � Teacher’s silence � Peer Correction � Rods � Self-correction gestures � Word chart � Fidel Charts � Structured Feedback

1. 2. 3. 4. 5. 6. Students are active It develops students’ independence, selfreliance , confidence and self-esteem, and this enhances learning It encourages students to cooperate It emphasizes that students should feel comfortable to learn efficiently Classes are learner-centered Learning is facilitated by accompanying (mediating) physical objects ( charts and rods )

1. 2. 3. 4. 5. 6. Not suitable for large classes It doesn’t teach all language skills Only speaking and pronunciation are emphasized, less attention is given to reading and writing Some grammatical structures need to be explained by the teacher who is silent here No clear syllabus It takes long time