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A Case Study

The study explores adapting the direct approach to teach English as a second language in a multilingual classroom of grade 10 students from diverse linguistic backgrounds. It highlights strategies such as interactive role-playing, vocabulary building, immersive listening, and technology integration to enhance language learning. Challenges like lack of interest and classroom heterogeneity are addressed with solutions including teaching through games and conversations.

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marjorie pahamtang
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19 views4 pages

A Case Study

The study explores adapting the direct approach to teach English as a second language in a multilingual classroom of grade 10 students from diverse linguistic backgrounds. It highlights strategies such as interactive role-playing, vocabulary building, immersive listening, and technology integration to enhance language learning. Challenges like lack of interest and classroom heterogeneity are addressed with solutions including teaching through games and conversations.

Uploaded by

marjorie pahamtang
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Asynchronous # 3

EDENG 300

“A Case Study on Adapting Direct Approach in Teaching English as a Second


Language to a Multilingual Classroom”.

Context Description

The purpose of the study is to see on how to adapt direct approach in teaching
English as a second language to a multilingual classroom. This study comprised
twenty (20) grade 10 students within the age range of 16-18 years old with diverse
linguistic backgrounds such as Koreans, Chinese, and Japanese. The students were in
moderate level in terms of English Proficiency. Researcher using class observations for
the collection of information.
tests and interviews for the scrutiny of students' progress in learning English.

Approach Overview

Direct approach closely known as the Natural Method. It teaches languages in a


natural way of communication imitative to the way a child learns his native language. It
tries to create an environment similar to the real context of language use to provoke
learners' thinking and communication with direct response in the target language. Some
key principles that must be observed: Instruction must take place in the target language;
Translation is forbidden; Grammar should be learned inductively; Instructions must be
mainly oral and aural.

Adaptation Strategies
While using the Direct Method in 100% in classes might present some challenges,
the core elements of this approach can be effectively included in many language
teaching scenarios. Here’s four ideas to get you thinking:
1. Interactive role-playing and conversations: Aim to create scenarios that mirror
real-life situations and encourage students to practise their language skills
entirely in their target language. For instance, why not design activities where
students act out ordering food in a restaurant, making travel arrangements or
even practising a job interview? This approach helps students apply vocabulary
and grammar in context and builds their ability to communicate effectively.
2. Vocabulary building: Try to introduce new vocabulary within the context of
specific situations. Instead of presenting a list of words in isolation, weave them
into scenarios to give them meaning. For example, when teaching travel topics,
be sure to introduce specific words and phrases that, for example, relate to
airports, hotels, and sightseeing. This not only enhances vocabulary retention,
but also shows students how words are correctly used in different contexts.
3. Immersive listening activities: For effective communication, students also need
strong listening skills, so always make time to include listening exercises that
feature native speakers or authentic audio recordings. This could include
dialogues, podcasts or videos. After listening, put students into pairs or small
groups to analyse, discuss or respond to what they’ve heard. This helps improve
their comprehension skills and trains them to process spoken language more
effectively.
4. Technology Integration: Online language teaching platforms like Sanako
Connect and other digital language learning applications offer learners limitless
opportunities to practice speaking and listening. In fact, Connects speaking,
pronunciation and listening tools have been specifically developed to build
students’ fluency and confidence when using their L2.

Potential Challenges
Poblem: Lack of interest and fear. The main problem faced by the teaching of
English is that students have a lack of interest and fear which do not allow them to take
initiative role in language learning and automatically shyness is imbibe in them. So,
that's why this shy attitude of students is restricted to use the communicative
approaches i.e. communicative language teaching, cooperative language learning, task-
based language teaching etc.

Solution: Teaching Through Games: This is one really interesting method of


teaching. It is normally liked by students and children in general.
Games and longed to play them more and more. The part of learning would have in the
games-help the
Due to a huge urge for winning, students keep a keen interest. It continues and when
With other elements of learning tagged along, learning would go on almost
They study the whole day without ever making the children bored or tired.

Problem: Heterogeneous nature of classroom: This is the major factor to


affect the process, the students are of different abilities and background. It becomes
difficult to manage with such class, and for the purpose of teaching English the teacher
has to keep rapport with the class which is by many ways a very difficult task.

Solution: Teaching Through Conversations. Most effective approaches in the


teaching of a language are by conversations. When a child learns
his or her mother tongue it is by the conversations that take place between him or her
and others
Either from hearing the discussions that the others make. Thus conversations form a
very
It is an essential aspect of teaching and not necessary to include sentence formation
and grammar something that may be learned entirely through rules. It should be
intuitive.
Conclusion

All these discourses make it evident that prime importance of English language
and role of the English teacher and his or her responsibility and issues that he faces.
However, the problems presented herein on the implementation of language teaching
actually have solutions. It is not the fault of either teacher or student but the different
hurdles are mentioned. If this direct approach is applied in teaching English as a
Second language in multilingual classroom at least in the present scenario, the
teaching-learning process will change.

References

https://sanako.com/the-direct-method-of-language-teaching
https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/rev3.3407
http://puneresearch.com/media/data/issues/587683ca76774.pdf
https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118784235.eelt0154#:~:text=Its
%20main%20principles%20are%3A%20learners,the%20main%20focus%20of
%20instruction.

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