History of Sign Language Teaching Methodology and Approach

  • Slides: 109
Download presentation
History of Sign Language Teaching Methodology and Approach 1. 2. 3. 4. 5. Vocabulary

History of Sign Language Teaching Methodology and Approach 1. 2. 3. 4. 5. Vocabulary Method (old) Audio-lingual Method Grammar-Translation Method Direct Experience Method Functional-Notional Approach For more information, see ASLTA DVD of “About Teaching ASL”

Vocabulary Method (old) Example in sign language class: MAN WOMAN LIKE LOOK

Vocabulary Method (old) Example in sign language class: MAN WOMAN LIKE LOOK

Vocabulary Method (old) Why is it not recommended to use this method?

Vocabulary Method (old) Why is it not recommended to use this method?

Vocabulary Method Why is it not recommended to use this method? 1. Student’s signing

Vocabulary Method Why is it not recommended to use this method? 1. Student’s signing may end up like this: MAN LOOK-at WOMAN (SVO) instead of WOMAN, MAN LOOK-at (OSV) ASL lexical signs in English grammar similar to Spanish lexical words in English grammar

Vocabulary Method Why is it not recommended to use this method? 2. Students may

Vocabulary Method Why is it not recommended to use this method? 2. Students may become “stuck” mentally with one same sign for different meanings under one English word. YOU LOOK (search) LIKE (admire) WOMAN Which one? You look to like a woman. You look and act like a woman.

Vocabulary Method Could have expanded to: MAN MALE MASCULINE WOMAN FEMALE FEMINE LIKE /ADMIRE

Vocabulary Method Could have expanded to: MAN MALE MASCULINE WOMAN FEMALE FEMINE LIKE /ADMIRE LIKE / SAME LOOK / WATCH LOOK FOR LOOK / FACE LOOK / SEEM

Different Meanings It is very important to give different signs for different meanings with

Different Meanings It is very important to give different signs for different meanings with one same English word. Examples with “HAVE”: I have two brothers. I have to go to the bathroom. You don’t have to come here tonight. I have been here since 8: 00 am. This would fall under the grammar translation method.

Teaching ASL Vocabulary BRAINSTORMING

Teaching ASL Vocabulary BRAINSTORMING

Direct Experience Method (DEM) • • Identify and label Contrastion Substitution Defining Setting a

Direct Experience Method (DEM) • • Identify and label Contrastion Substitution Defining Setting a scenario Negatives Leading to Positive Five Steps For more information, see ASLTA DVD of “About Teaching ASL"

IDENTIFY and LABEL

IDENTIFY and LABEL

Identify and Label

Identify and Label

Identify and Label Teacher’s note Teacher, Instructor, Professor Student, Learner Class ASL

Identify and Label Teacher’s note Teacher, Instructor, Professor Student, Learner Class ASL

Identify and Label Expand to: Learn Teach, instruct, educate German French Spanish Foreign language

Identify and Label Expand to: Learn Teach, instruct, educate German French Spanish Foreign language Sign language Yes No What?

Identify and Label

Identify and Label

Identify and Label Teacher’s note State Country North East West South Where you born?

Identify and Label Teacher’s note State Country North East West South Where you born?

CONTRASTION

CONTRASTION

Contrastion

Contrastion

Contrastion Teacher’s note Soft Hard

Contrastion Teacher’s note Soft Hard

Contrastion

Contrastion

Contrastion Teacher’s note Don’t know Know

Contrastion Teacher’s note Don’t know Know

More Examples for CONTRASTION ?

More Examples for CONTRASTION ?

More Examples for CONTRASTION Woman Good Hate Easy Brainstorming vs. vs. Man Bad Love

More Examples for CONTRASTION Woman Good Hate Easy Brainstorming vs. vs. Man Bad Love Hard

Unit 11

Unit 11

SUBSTITUTION

SUBSTITUTION

Substitution

Substitution

Substitution Teacher’s note Use Identify & label for family signs (e. g. mother, dad,

Substitution Teacher’s note Use Identify & label for family signs (e. g. mother, dad, daughter, grandpa) Then use substitution to introduce the sign of FAMILY

Animal

Animal

Substitution Good examples for substitution Chicken, pork, fish, beef = MEAT BRAINSTORM Orange, banana,

Substitution Good examples for substitution Chicken, pork, fish, beef = MEAT BRAINSTORM Orange, banana, grape = FRUIT Red, black, green, yellow, purple = COLOR

DEFINING

DEFINING

Defining

Defining

Defining Teacher’s note 50 states = COUNTRY

Defining Teacher’s note 50 states = COUNTRY

Defining ATTITUDE

Defining ATTITUDE

Sweet Friendly Mean Joking

Sweet Friendly Mean Joking

PERSONALITY

PERSONALITY

Defining

Defining

Defining Law Rule Policy

Defining Law Rule Policy

SETTING A SCENARIO

SETTING A SCENARIO

SETTING A SCENARIO

SETTING A SCENARIO

SETTING A SCENARIO Teacher’s note Window Ball Throw Break Who did it? You did

SETTING A SCENARIO Teacher’s note Window Ball Throw Break Who did it? You did it? No, not me. She/he did it.

SETTING A SCENARIO

SETTING A SCENARIO

SETTING A SCENARIO Teacher’s note Police, deputy, cop Prisoner, inmate Look for, search Hide

SETTING A SCENARIO Teacher’s note Police, deputy, cop Prisoner, inmate Look for, search Hide House Behind

SETTING A SCENARIO POLICE PRISONER LOOK-for HIDE-from HOUSE BEHIND

SETTING A SCENARIO POLICE PRISONER LOOK-for HIDE-from HOUSE BEHIND

SETTING A SCENARIO Court Jury Lawyer, counsel, attorney Judge Prosecutor

SETTING A SCENARIO Court Jury Lawyer, counsel, attorney Judge Prosecutor

SETTING A SCENARIO Acting out Example: Waitress and consumer at a cafe. Policeman directs

SETTING A SCENARIO Acting out Example: Waitress and consumer at a cafe. Policeman directs a traffic.

NEGATIVES LEADING TO POSITIVE

NEGATIVES LEADING TO POSITIVE

Negatives Leading to Positive THIS MAN, NO THEY WOMEN (headnod)

Negatives Leading to Positive THIS MAN, NO THEY WOMEN (headnod)

Negatives Leading to Positive THIS TABLE, NO THESE CHAIRS (headnod)

Negatives Leading to Positive THIS TABLE, NO THESE CHAIRS (headnod)

FIVE STEPS

FIVE STEPS

Five Steps THIS CHAIR, YES THIS CHAIR, NO WHAT? TABLE (headnod)

Five Steps THIS CHAIR, YES THIS CHAIR, NO WHAT? TABLE (headnod)

Five Steps THIS WOMAN, YES THIS WOMAN, NO WHAT? MAN (headnod)

Five Steps THIS WOMAN, YES THIS WOMAN, NO WHAT? MAN (headnod)

Illustrations The illustrations are from Newell, W. et al. (1984). Basic Sign Communication. NAD

Illustrations The illustrations are from Newell, W. et al. (1984). Basic Sign Communication. NAD Publisher. Silver Springs, MD. Now the curriculum has changed to “ASL at Work” through Dawn Sign Press.

Pair Practice with DEM Techniques • • Identify and Label Contrastion Substitution Defining Setting

Pair Practice with DEM Techniques • • Identify and Label Contrastion Substitution Defining Setting a Scene Negative Parallel to Positive Five Steps

Review and Questions & Answers

Review and Questions & Answers

Assignments and Readings: * Brown, Chapter 4 * R & R, Chapter 1 and

Assignments and Readings: * Brown, Chapter 4 * R & R, Chapter 1 and 3 -18

Day Three • • • Review of last class Early Methods (Teacher presentation) -

Day Three • • • Review of last class Early Methods (Teacher presentation) - Grammar Translation Method - Gouin and the Series Method - Direct Method (Berlitz Method) - Audiolingual Method (Army Method) “Designer Methods of the Spirited Seventies” (Student presentations) - Community Language Learning - Suggestopedia - The Silent Way - Total Physical Response (TPR) - The Natural Approach Beyond Method: Notional-Functional Syllabus Pair practice with Gouin Series method and Total Physical

Grammar Translation Method 500 years ago, the world’s most widely studied foreign language was

Grammar Translation Method 500 years ago, the world’s most widely studied foreign language was Latin. It was a dominant language of education, commerce, religion, and government in the Western world. “Latin… was taught through rote learning of grammar rules, translation, and practice in writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue. ” The goal was to learn reading and writing, not listening and speaking.

Grammar Translation Method The goal was to learn reading and writing, not listening and

Grammar Translation Method The goal was to learn reading and writing, not listening and speaking. First language was maintained and used to teach the second language.

Grammar Translation Method This method was first known as the Prussian Method in America.

Grammar Translation Method This method was first known as the Prussian Method in America.

Characteristics of Grammar Translation Method l. 2. 3. 4. 5. Purpose for reading and

Characteristics of Grammar Translation Method l. 2. 3. 4. 5. Purpose for reading and writing Learn through analysis of grammar rules Memorizing rules and facts. Maintain the first language as the reference system for the acquisition of the second language. Translating sentences and texts into and out of the target language.

Characteristics of Grammar Translation Method 7. 8. 9. Vocabulary are taught through bilingual word

Characteristics of Grammar Translation Method 7. 8. 9. Vocabulary are taught through bilingual word lists, dictionary study, and memorization, including translation exercises. The sentence is the basic unit. Accuracy is emphasized. Started to decline in 1940 s. Richards and Rogers, pp. 3 -7

Grammar Translation Method Advantages • • • Good for developing reading and writing skills.

Grammar Translation Method Advantages • • • Good for developing reading and writing skills. Learn the structure of language through explanation. See the comparison between source and target languages. Drawbacks • • • It is not a communicative method. It didn’t have a theory. Memorization and “dry” classes

Grammar Translation Method with ASL Gloss TWO-FULL-WEEK UP-TILL-NOW WE-TWO we. DISAGREE-WITH-”each other” + “over

Grammar Translation Method with ASL Gloss TWO-FULL-WEEK UP-TILL-NOW WE-TWO we. DISAGREE-WITH-”each other” + “over time”, SUCCESS we-AGREE-WITH-”each other” Translation ‘For the past two weeks, we’ve been continually disagreeing with each other, but finally we’ve agreed on something!” Source: Baker & Cokely, pg. 256

Grammar Translation Method: ASL Materials Textbooks consisted of statements of abstract grammar rules, lists

Grammar Translation Method: ASL Materials Textbooks consisted of statements of abstract grammar rules, lists of vocabulary, and sentences for translation. Examples are found in: Baker and Cokely’s “Green” ASL textbooks Newell, et al’s Basic Sign Communication curriculum

Gouin and the Series Method It was invented by a French teacher of Latin,

Gouin and the Series Method It was invented by a French teacher of Latin, Francois Gouin (1831 -1896) in 1880. As a little boy, Gouin had to “memorize” a German grammar book. Later in his life, he realized this was an ineffective way to learn language. He couldn’t remember the meanings of those words/grammars. However, his nephew became master at L 1/L 2. Gouin observed his nephew and discovered that “Language learning is primarily a matter of transforming perceptions into conceptions. Children use language to represent the conceptions. ”

Gouin and the Series Method As a result, Gouin created the Series Method (15

Gouin and the Series Method As a result, Gouin created the Series Method (15 sentences) that taught learners directly (without translation) and conceptually (without grammatical rules and explanations) a “series” of connected sentences that are easy to perceive. This method became successful due to the fact the language was so easily understood, stored, recalled, and related to reality. See example on next slide.

Gouin and the Series Method Example: I walk towards the door. I draw near

Gouin and the Series Method Example: I walk towards the door. I draw near to the door. I draw nearer to the door. I get to the door. I stop at the door. Source: Brown, pg. 19

Gouin and the Series Method Advantages - Sequential , spiral and cumulative Easily understood,

Gouin and the Series Method Advantages - Sequential , spiral and cumulative Easily understood, stored, recalled, and related to reality. Drawbacks • • Competed with Direct Method (Berlitz method). At that time, there was not sufficient organization in the language teaching profession, and then his idea failed to receive support or attention.

Gouin and the Series Method Example in ASL class: SEE DOOR GO-TO CLOSE-door. SEE

Gouin and the Series Method Example in ASL class: SEE DOOR GO-TO CLOSE-door. SEE WINDOW GO-TO OPEN-window. SEE DOOR GO-TO OPEN-door. SEE WINDOW GO-TO CLOSE-window. Often this is done in our command activity and Total Physical Response (TPR) in the ASL classes.

The Direct Method – Part 1 Shortly after the Gouin Series Method started, this

The Direct Method – Part 1 Shortly after the Gouin Series Method started, this method known as “Natural Method” was started by L. Sauveur (1826 -1907) and he used it in Boston in late 1860 s. Later Maximilian Berlitz found the language schools and changed “Natural Method” to “Berlitz Method. ” It is “first second language method. ” In 1980 s, NTID borrowed and changed it to the Direct Experience Methods (DEM).

The Direct Method Characteristics Taught exclusively in the target language. Use everyday vocabulary and

The Direct Method Characteristics Taught exclusively in the target language. Use everyday vocabulary and sentences. Language skill was built up in a design around question-andanswer exchanges between teachers and students. Grammar was taught inductively. Through modeling and practice Concrete vocabulary through demonstration, objects, and pictures; abstract vocabulary through association of ideas. Both expressive and receptive skills Correct pronunciation and grammar were emphasized. Source: Brown, pp. 55 -56

The Direct Method Advantages • • Students became more motivated. Used the native speakers

The Direct Method Advantages • • Students became more motivated. Used the native speakers as the teachers. Drawbacks • • • Dependent on the teacher’s skills, not on a textbook. Not all teachers were proficient enough in the language to use this method. Do not have theory discussion. (Remember that psychology and linguistics became popular and more recognized later. )

The Direct Method This method declined in 1920 s. The focus was shifted to

The Direct Method This method declined in 1920 s. The focus was shifted to reading. Today many of us used this DM in our teaching. What?

The Direct Method Today, many of us used this DM in our teaching. What?

The Direct Method Today, many of us used this DM in our teaching. What? * * * objects / illustrations, and association of concepts usually use target language primarily everyday vocabulary and functions questions & answers modeling and practicing

The Direct Method ASL curricula A Basic Sign Communication curriculum explicitly explained DEM, borrowed

The Direct Method ASL curricula A Basic Sign Communication curriculum explicitly explained DEM, borrowed from DM. Direct Method can be used with many different ASL curriculum.

The Audio-lingual Method (“Army Method”) The ideas for this method were started by Coleman

The Audio-lingual Method (“Army Method”) The ideas for this method were started by Coleman in 1929. After World War II and through 1950 s, the U. S. Army provided the intensive language courses using this method which heavily used listening to dialog, memorization of phrases and repetitive drills.

The Audio-lingual Method (“Army Method”) Theories: Language: structuralism Learning: behavioral psychology (condition theory) *

The Audio-lingual Method (“Army Method”) Theories: Language: structuralism Learning: behavioral psychology (condition theory) * stimulus * response * reinforcement Richards and Rogers, pp. 56 -57

The Audio-lingual Method (“Army Method”) Characteristics: - - Habit formation Oral approach In Target

The Audio-lingual Method (“Army Method”) Characteristics: - - Habit formation Oral approach In Target language Correct pronunciation, stress, rhythm, and intonation are emphasized. “No room for making a mistake. ” No explanation for grammar rule. Sentences, questions and answers. Repetition and memorization Sources: Brown and Richards & Rogers

The Audio-lingual Method (“Army Method”) Various kinds of drills (Richards and Rogers, Chapter 4)

The Audio-lingual Method (“Army Method”) Various kinds of drills (Richards and Rogers, Chapter 4) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Repetition Inflection Replacement Restatement Completion Transposition Expansion Contraction Transformation Integration Rejoinder Restoration

The Audio-lingual Method (“Army Method”) Various kinds of drills: 1. Repetition Example: This is

The Audio-lingual Method (“Army Method”) Various kinds of drills: 1. Repetition Example: This is the seventh month

The Audio-lingual Method (“Army Method”) Various kinds of drills: 2. Inflection Example: I called

The Audio-lingual Method (“Army Method”) Various kinds of drills: 2. Inflection Example: I called the young man. I called the young men.

The Audio-lingual Method (“Army Method”) Various kinds of drills: 3. Replacement Example: He bought

The Audio-lingual Method (“Army Method”) Various kinds of drills: 3. Replacement Example: He bought this house. He bought it cheap.

The Audio-lingual Method (“Army Method”) Various kinds of drills: 4. Restatement Example: Tell him

The Audio-lingual Method (“Army Method”) Various kinds of drills: 4. Restatement Example: Tell him to wait for you. Wait for me.

The Audio-lingual Method (“Army Method”) Various kinds of drills: 5. Completion Example: I’ll go

The Audio-lingual Method (“Army Method”) Various kinds of drills: 5. Completion Example: I’ll go my way and you go yours.

The Audio-lingual Method (“Army Method”) Various kinds of drills: 6. Transposition Example: I’m hungry.

The Audio-lingual Method (“Army Method”) Various kinds of drills: 6. Transposition Example: I’m hungry. So am I.

The Audio-lingual Method (“Army Method”) Various kinds of drills: 7. Expansion Example: I know

The Audio-lingual Method (“Army Method”) Various kinds of drills: 7. Expansion Example: I know him. I hardly know him.

The Audio-lingual Method (“Army Method”) Various kinds of drills: 8. Contraction Example: Put your

The Audio-lingual Method (“Army Method”) Various kinds of drills: 8. Contraction Example: Put your hand on the table. Put your hand there.

The Audio-lingual Method (“Army Method”) Various kinds of drills: 9. Transformation A sentence is

The Audio-lingual Method (“Army Method”) Various kinds of drills: 9. Transformation A sentence is transformed by being made negative or interrogative or through changes in tense, mood, voice, aspect, or modality. Example: He knows my address. He doesn’t know my address.

The Audio-lingual Method (“Army Method”) Various kinds of drills: 10. Integration Example: They must

The Audio-lingual Method (“Army Method”) Various kinds of drills: 10. Integration Example: They must be honest. This is important. It is important that they be honest.

The Audio-lingual Method (“Army Method”) Various kinds of drills: 11. Rejoinder The student makes

The Audio-lingual Method (“Army Method”) Various kinds of drills: 11. Rejoinder The student makes an appropriate rejoinder to a given utterance. He is told in advance to respond in one of the following ways: Be polite Answer the question. Express regret.

The Audio-lingual Method (“Army Method”) Various kinds of drills: 12. Restoration Example: students /

The Audio-lingual Method (“Army Method”) Various kinds of drills: 12. Restoration Example: students / waiting / bus The students are waiting for the bus.

The Audio-lingual Method (“Army Method”) Advantages • • • It holds that language learning

The Audio-lingual Method (“Army Method”) Advantages • • • It holds that language learning is like other forms of learning. Since language is a formal and rule-governed system, it can be organized. Aural training first, then pronunciation training. Drawbacks • • Unable to transfer skills to real communication outside the classroom. Boring and unsatisfying. “Language is not a habit structure. ” (Chomsky 1966) Pattern practice, drilling and memorization not result in competence. Richards and Rogers, Chapter 4

The Audio-lingual Method (“Army Method”) ASL Curriculum: A Basic Course in American Sign Language

The Audio-lingual Method (“Army Method”) ASL Curriculum: A Basic Course in American Sign Language by Humphries, Padden and O’Rourke (1980 -2002)’s pg. 33 Exercise 3. 3: To the following sentences add the adjective following the noun. 3. I READ BOOK. (INTERESTING) HE HAVE HOME HE (PRETTY) SHE WANT CHAIR. (BLUE) 4. I REMEMBER MAN (TALL) 1. 2.

STUDENT PRESENTATIONS on Methods

STUDENT PRESENTATIONS on Methods

Designer Methods of the Spirited Seventies a. Community Language Learning (CLL) b. Suggestopedia c.

Designer Methods of the Spirited Seventies a. Community Language Learning (CLL) b. Suggestopedia c. The Silent Way d. Total Physical Response (TPR) e. The Natural Approach

Community Language Learning (CLL) In 1972, Charles Curran devised a method known as CLL.

Community Language Learning (CLL) In 1972, Charles Curran devised a method known as CLL. He was inspired by a psychologist, Carl Rogers. - - As a “group” rather than a “class” Focus on interpersonal relationship Students seated in a circle with the counselor (teacher) on the outside of the circle. A student speaks in native language, and then the counselor translates it. Then the student repeats it. Source: Brown, pp. 58 -61

Suggestopedia In 1979, Georgi Lozanov proposed: A state of relaxation for learning… Giving over

Suggestopedia In 1979, Georgi Lozanov proposed: A state of relaxation for learning… Giving over of control to the teacher… Students were encouraged to be as “childlike” as possible… Music was central to his method. Source: Brown, pp. 61 -62

The Silent Way In 1972, Caleb Gattegno proposed: - Discovers or creates rather than

The Silent Way In 1972, Caleb Gattegno proposed: - Discovers or creates rather than remembers and repeats what is to be learned. Problem solving Use materials. Used the colored rods to introduce vocabulary such as colors, numbers, adjectives (e. g. long, short, etc) and verbs (e. g. give, take, pick up, drop). Source: Brown, pp. 62 -63

Total Physical Response (TPR) In 1977, James Asher explained (actually used in 1960 s):

Total Physical Response (TPR) In 1977, James Asher explained (actually used in 1960 s): There is the value of associating language with physical activity… A lot of listening before they speak… Their listening is accompanied by physical responses (reaching, grabbing, moving, looking, and so forth). The teacher is the director. The students are the actors. Commands: open a door/window or to move a table. Source: Brown, pp. 64 -65

The Natural Approach – Part 1 In 1982 and 1991, Stephen Krashen discussed on

The Natural Approach – Part 1 In 1982 and 1991, Stephen Krashen discussed on theories of second language acquisition and suggested: Learners should be as relaxed as possible… “Acquisition” should take place, as opposed to analysis. Stress on everyday language situations – conversations, shopping, listening to the radio … Learners need not say anything until they feel ready to do…

The Natural Approach – Part 2 Krashen and his colleague Terrell defined three stages:

The Natural Approach – Part 2 Krashen and his colleague Terrell defined three stages: 1. The preproduction stage is the development of listening comprehension skills. 2. The early production stage is usually marked with errors as the student struggles with the language. The teacher focuses on meaning here, not on form, and therefore the teacher does not make a point of correcting errors during this stage (unless they are gross errors that block or hinder meaning entirely). Source: Brown, pp. 65 -66

The Natural Approach – Part 3 Krashen and his colleague Terrell defined three stages:

The Natural Approach – Part 3 Krashen and his colleague Terrell defined three stages: 3. The last stage is one of extending production into longer stretches of discourse, involving more complex games, role-plays, open-ended dialogs, discussion and extended small-group work. The main objective in this stage is to promote fluency. Source: Brown, pp. 65 -66

Notional-Functional Syllabuses – Part 1 The Notional-Functional Syllabus started by the Council of Europe

Notional-Functional Syllabuses – Part 1 The Notional-Functional Syllabus started by the Council of Europe (Van Ek & Alexander, 1975). It is not a method, but an approach. “Notions” are both general and specific. General notions are abstract concepts such as existence, space, time, quantity, and quality… to express thought and feeling. Specific notions are like “contexts” or “situations. ” The

Notional-Functional Syllabuses – Part 2 Examples of functions are such as identifying, reporting, denying,

Notional-Functional Syllabuses – Part 2 Examples of functions are such as identifying, reporting, denying, accepting, declining, asking permission, apologizing, etc. Van Ek and Alexander list some seventy different language functions. The design of curriculum (syllabus) usually includes presentation of dialogs, conversation practice with a classmate, situations in which the student figures out what would I say, “ role plays, chart

Review and Questions & Answers

Review and Questions & Answers

Assignments and Readings • Assignment: * Post your Language Teaching Methodology Chart presentation and

Assignments and Readings • Assignment: * Post your Language Teaching Methodology Chart presentation and document in Blackboard