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HANA

The Conceptual Basis of

Language:
Teaching and Learning
Presented by: Group 1
Mariah Mela Leonardo
 1 THE HUMANISTIC TRADITION AND

Topics 2
EXPERIENTIAL LEARNING
COMMUNICATIVE LANGUAGE
TEACHING

3 LEARNER-CENTERED EDUCATION

4 NEGOTIATED CURRICULA

5 TASK-BASED LANGUAGE TEACHING

The exploration of both the educational and philosophical bases for second language teaching and learning are presented in this field.
Humanistic Education Areas include:
and Experiential
Learning COMPETING CONCEPTS OF EDUCATION

HUMANISM AND EXPERIENTIAL

PSYCHOLOGY

INDUCTIVE AND DEDUCTIVE LEARNING

THE CONTEXT OF SECOND LANGUAGE

TEACHING AND LEARNING
Intended Learning
Outcomes
By the end of this session, learners are expected to;
1. Distinguish the nature of 2. Demonstrate knowledge 3. Display the value of the
the following: competing regarding the subject current educational system
concepts of education, matter discussed. centering on the student-
humanism and experiential learning process, and
learning, and inductive and quality education.
deductive learning.

THE CONTEXT OF SECOND LANGUAGE TEACHING AND LEARNING

 Competing Concepts of Education

On-going clash
of words and
ideologies
The question is:
regarding the
concepts What is Education?
Answer may be subjective/objective.
centering
around
Education
EDUCATION IS ABOUT KNOWLEDGE.

at is it to be
Wh
ACCORDING TO THE MAJORITY:

Ho e
w i s it t o b
ACQUIRED BY GENERATIONS.
Those who control knowledge
have access to power and
wealth.

Group 1 (TALS)
UNDER THE AREA OF POLITICS:
 WESTERN EDUCATIONAL
CONTEXT
FUNCTION OF EDUCATIONAL SYSTEM
INCLUDES...
THE TRANSMISSION MUST BE COMPOSED
OF A BODY OF FACTS, VALUES, AND
PROCEDURES FOR THE
CONCEPTUALIZING AND ADDING TO
THAT BODY OF KNOWLEDGE.
The belief that learners are expected to generate
the necessary knowledge and skills.

TALS (GROUP 1)
 Cultural customs and norms
With different cultures comes the
contributes heavily with how a
varifying concepts of learning.
learner knows oneself.

Implications: Intergenerational misunderstanding is evident on

developing countries, which leads to conflic between
the participants in the educational process.

This has profound effect on

the teachers facilitating
using the second language
as learners have different
Therefore...
cultures, and demographic
background.
Pedagogical actions must be
In summary, there must be enough
sensitive to the cultural and
awareness about one's cultural,
environmental contexts where
demographic, and educational
teaching takes place
background?
(environment).
HUMANISM & EXPERIENTIAL

PSYCHOLOGY

HUMANISTIC PSYCHOLOGY
(KOHONEN) THE FREEDOM AND
AUTONOMY OF THE LEARNERS
MATTERED THE MOST..

TALS (GROUP 1)
EXPERIENTIAL
LEARNING
Highly considered is the
learner's personal
experiences and is taken as
the point of departure for Experiential learning has diverse
origins from John Dewey, Lewin,
deciding how to organize the Piaget's paradigms.
learning process.
EXPERIENTIAL LEARNING
IMPORTANCE

Words from a
wise woman:
"EVEN IF YOU STUDY HARD,
MEMORIZE THINGS, AND
WATCH VIDEOS. NOTHING
BEATS ACTUAL
EXPERIENCE."
-DR. CHA EUN JAE -CS
(RDTK S3)

Footage is from SBS' drama series Romantic Doctor Teacher Kim (Season 3).
 KOHONEN JUSTIFIED THAT
EXPERIENTIAL LEARNING

FACILITATES PERSONAL HELP LEARNERS TO ADAPT TO DIFFERENT LEARNING ABILITY IS

GROWTH SOCIAL CHANGE. TAKEN INTO ACCOUNT.

EXPERIENTIAL LEARNING ENVISAGE A WAY TO

CONNECT FORMER KNOWLEDGE TO NEW ONES.
TALS (GROUP 1)
Under the Discovery and motivation is driven by
the basic human desire for self-
field of realization, well-being and growth.

~Language
With personal and inter-personal
competence, the process-oriented
classroom revolves around issues of risk
Education~ and security, cooperation, and
competition.

Humanistic Education have broadened Hence, teachers of the second language

the concept of learning through the
must tae these phenomenas as paty of
emphasis of self-initiated meaningful
what they must master as these are
learning.
essential ingredidients in the
TALS (GROUP 1)
management of successful learning.
 COMPARISON BETWEEN THE

Traditional & Experiential Models

Experiential Model:
Dimension Traditional Model: Behviourism
Constructivism

1. Transformation of knowledge
1. Transmission of knowledge 2. Teacher as "learner among
1. View of learning
2. Emphasis on teacher's authority learners"
2. Power relation
3. Dessminiator of frontal 3. Facilitates learning
3. Teacher's role
instruction, and professionalism throughcollaborative
4. Relatively passive recipient of professionalism
4. Learner's role
information (individual) 4. Active participation
(collaborative)

TALS (GROUP 1)
 INDUCTIVE AND
9

DEDUCTIVEprocess
LEARNING

A
concept
required.
 Back to Agenda Page

Important pair of
concepts:

Deductive Learning Inductive Learning

A process of adding to our knowledge by

working from principles to examples. In induction, one wors from examples to
An important intellectual tool within Western principles, rules , and generalization (Bacon
philosophical and scientific thinking sice argued).
the time of Aristotle.
 TALS (GROUP 1)

In summary:
These two approaches have been applied to
language teaching and learning. A deductive
approach involves the learners being given a
general rule, which is then applied to
specific language examples and honed through
practice exercises. An inductive approach
involves the learners detecting, or noticing,
patterns and working out a ‘rule’ for
themselves before they practise the language.

Both approaches are commonplace in published

materials. Some course books may adhere to one
approach or the other as series style, whereas
some may be more flexible and employ both
approaches according to what the language
being taught lends itself to.
WORD OF THE
DAY
"Life doesn't always give you answers. But if you
know what you're looking for, tackling life becomes
much easier." -Nurse Oh (Romantic Doctor
Teacher Kim S2.)

Thank you!
 Clt and learner-
centered education
Report by: John Arris Malinay
Intended learning outcomes
01 02 03
Define and distinguish Describe the Demonstrate understanding
communicative language interconnectedness of of communicative language
teaching and learner- communicative language teaching and learner-
centeredness; teaching to learner- centeredness through a
centered education; and short reflective essay.
 Communicative
language teaching
What is communicative
language teaching?
Communicative Language Teaching (CLT) is an approach of
teaching a second or a foreign language that focuses on
learner's interaction whether as a means or the ultimate goal
of learning a target language.

It is the most pervasive changes to teaching practice over the

last twenty years.
 Developement of clt in
Second language teaching
and learning

ELT CLT
ENGLISH LANGUAGE TEACHING COMMUNICATIVE LANGUAGE TEACHING
 Language
Reconceptualization

1960
LANGUAGE IS GENERALLY SEEN AS A
SYSTEM OF RULES.

Language learners must internalize

these rules by whatever means
approaching the language norm of
the "Native Speakers."
Some language specialists argued
that instruction should focus almost
exclusively on teaching basic
syntactic patterns, ignoring, or at
least minimizing, the development of
vocabulary and semantic systems.
 There were exceptions to this:
Recommendations are for language
teachers to reappraise their
classroom objectives and to give
paramount importance to mastery of
language use rather than mastery of
language structure. Pedagogical
procedures based on situational

1970
cohesion are suggested. (Newmark,
L., et. al., 1968).

LANGUAGE IS SEEN AS A SYSTEM FOR

THE EXPRESSION OF MEANING.

Linguists began to analyze language not

just on the abstract syntactic rules of
language.
The realization that language could be
analyzed, described, and taught as such
system had a profound effect on
language teaching.
 1971
NEED IN EUROPE TO TEACH LANGUAGES
OF EUROPEAN COMMON MARKET

A group of experts began to

investigate the possibility of
developing language courses, in
which learning tasks are broken into
units.

1972
FUNCTIONAL OR COMMUNICATIVE
SYLLABUS

D.A. Wilkins proposed a functional or

communicative approach that
analyzes that language learners
need to understand and express.
 Language

Sounds Form Meaning

Phonetics Morphology
Semantics
Phonology
Syntax Pragmatics
 CLT
theoretical
base
Language is a system for the
expression of meaning.
The primary goal of language is to
allow interaction and
communication.
The structure of language reflects
its functional and communicative
uses.
The primary units of language are
categories of functional and
communicative meaning.
Clt in catering
learner's
needs
"If language is an expression of
meaning, and learners are
diverse then communicative
ends should reflect on how
they are taught."
Tailoring courses
to learners
If the aim of language teaching is
to help learners develop skills for
expressing different
communicative meanings, then
surely these ought to be
reflected in classroom tasks and
activities.

Learners' different
communicative requirements
ought to be reflected, both in the
content of the curriculum and
learning processes.
Learner-centered
education
 Learner
centeredness
The learners are liable for their own learning
while teachers are the facilitator of the
learning process.

In a learner-centered education, a
teacher must consider:

The learner's point of view;

The learner's desire in learning;

Approach in the task of learning.

Learner's involvement
in the process
Learner-centeredness must be aligned with learning-
centeredness.

CLASSROOM
Designed to enable learners to make pedagogical
decisions by training them in the skills needed to
make such decisions.
INSTRUCTION
A matter of educating the learners so that they can
gradually assume greater responsibilities for their own
learning.
CURRICULUM
A collaborative effort between the learners and the
teachers.
 "If you talk to a man in a
language he understands, that
goes to his head. If you talk to
him in his own language, that
goes to his heart."
- NELSON MANDELA
Thank you!
Learner-Centeredness:
Another dimension
 Learner-centered instruction empowers
learners to participate actively in the
learning process. Unlike more traditional
teacher-centered approaches which focus on
the instructor, this model places the learner
at the center of the learning process.
 The role of the instructor goes beyond transmitting knowledge,
as they take on the responsibility of facilitating active learning
experiences for the learners. At the same time, learners take on a
more proactive role, influencing course content and activities
and actively reflecting on their learning.
In fact, consistent with a particular line of secon
language acquisition is facilitated when opportunities
for learners to interact are maximize. The potential
benefits of engineering classroom interactions so that
the focus is firmly on the learners rather than the
teacher is nicely illustrated in a classroom sequence
described in Barnes' (1976) classic book from
"Communication to Curriculum".
The 8 Fundamental Principles Of Adult
Learning That Every Course Creator &
Training Professional Should Know
As professionals in the training and education space, it is
essential that we understand the unique learning
requirements of our adult learners to ensure that our
training interventions are effective.
1. Adults who value their own experiences as aresource for further
learning or whose experienced valued by other are better learner.
2. Adults learn best when they are involved in developing learning
objectives for themselves that are congruent with their current
and idealized self concept.
3. Adults have already organized ways of focusing on, taking in, and
processing information.
4. The learner reacts to all experience as she/he perceives it, not as
the teacher presents it.
5. Alduts enter into learning activities with an organized set of
descriptions and feelings about themselves that influence the
learning process.
6. Adults are more concerned with whether they are meeting
standards and objectives set them for others.
[
7. Adults do not learn when overstimulated or when experiencing
extreme stress or anxiety.
8. Those adults who can process information through multiple
channels and have learnt how to learn are the most productive
learners.
 9. Adults learn best when the content is personally relevant to past
experience or present concerns and the learning process is relevant
to life experiences.
10. Adults learn best when novel information is presented through a
variety of sensory modes and experiences with sufficient repetitions
and variations on theme to allow distinctions in patterns to emerge.