Module Three
Instructional Strategies that Work

Continued from Part 2. . . . . this is Part 3

Methods of ESOL Instructional Delivery

• The Natural Approach
• Total Physical Response (TPR)
• The Communicative Approach
• Audio-Lingual Approach
• Competency Based Approach
• The Whole Language Approach

The following is a review of several different teaching approaches that are generally used in the delivery of instruction to adult ESOL learners. These approaches are intended to give you, the ESOL instructor, a wealth of strategies to incorporate in your teaching approach.

The Natural Approach

The Natural Approach is designed to develop basic communication skills. Dr. T.D. Terrell and Dr. Krashen believed that students must learn the second language in much the same way the first language is acquired. Students must maintain a silent period before giving a verbal response, gradually advancing to single words, then to two-and-three word utterances, next to phrases and sentences, and finally to a more difficult structure.

Language production must be encouraged in much the same way as mothers help the early language development in their young children.

1. Use pictures, gestures, expressions, and body language.
2. Modify speech to aid comprehension (keep vocabulary and grammar simple).
3. Do not force production.
4. Accept one-word answers, yes/no, short phrases.
5. Focus attention on key vocabulary for all content areas.
6. Do not correct speech.
7. Create a relaxed atmosphere.
8. Do not include grammar practice (no drills).
9. Allow for listening comprehension first.
10. Use natural comprehensible language.

1. The teacher gives students a task to perform.
2. The students work with a partner to role play the task performance.
3. The teacher moves from group to group offering advice and answering questions.
4. The teacher encourages students to suggest alternate forms of their language usage.
5. After role playing the assigned tasks, the students learn the necessary vocabulary and grammar.

Total Physical Response (TPR)

Developed by James Asher, the Total Physical Response (TPR) approach allows students to listen to the target language and then respond to the spoken commands of the teacher (e.g., "walk to the door"). Once the requested behavior is understood, the student will perform the request, thus demonstrating comprehension of the spoken command.

The strength of TPR is with beginning students. The major procedures are:

1. The teacher gives a command and performs it with the student. Actions are significant for meaning. The target language should be presented in chunks, word by word.
2. Students do not respond verbally until ready. Their understanding should be developed before speaking.
3. Teacher commands are given quickly. Body movement is involved in the teaching process.
4. The teacher may give commands to volunteers to direct student behavior.
5. New commands are introduced after the initial ones are mastered. This way, student feelings of success facilitate learning.
6. The order of commands should be changed. Students do not need to memorize fixed patterns.
7. Student errors are unobtrusively corrected by the teacher's repetition and acting out the command.
8. Commands can be fun (e.g., Hokey Pokey, Simon Says), thereby making language learning more effective.
9. After mastery, write commands on the chalkboard.
10. Follow up with a written activity.

The Communicative Approach

The Communicative Approach is based upon a view that language is a system of human communication. All learning is done in context, and the context must be appropriate for the learner. When we communicate, we use language to accomplish and carry out a variety of functions, such as arguing, persuading, or promising, within a social context. These functions are emphasized through meaningful communicative activities (e.g., role play, problem solving, and small group interaction).

The Communicative Approach also suggests that the student be able to apply the knowledge of various functions in negotiating meanings. It is through the interaction between the speaker and listener (or reader and writer) that the meaning becomes clear. The listener gives the speaker feedback as to whether or not he understands what the speaker said. In this way, the speaker can revise what he has said and try to communicate his intended meaning again, if necessary.

This approach is most appropriate at high intermediate levels. The procedures are:

1. The teacher gives students printed copies of written language that is in real context (e.g., newspaper articles, strip stories).
2. The teacher tells the students to select a specific sentence or paragraph that expresses the writer's intention or opinion.
3. The students try to tell the intentions of the writer in various ways.
4. The teacher asks the students to express their feelings about the views and intentions of the writer.
5. If a student makes an error, the teacher and other students ignore it.

Variation:

1. The teacher gives students a task to perform.
2. The students work with a partner to role play the task performance.
3. The teacher moves from group to group offering advice and answering questions.
4. The teacher encourages students to suggest alternate forms of their language usage.
5. After role playing the assigned tasks, the students learn the necessary vocabulary and grammar.

Audio-Lingual Approach

Dialogue and Role Play Techniques

Begun in the 1940s by Charles Fries and Robert Lado, The audio-lingual approach is based on dialogue — a conversation between two people. Because of this, students are familiar with dialogue, and therefore it does not present a threat to them in the classroom. Role-play is an extension of dialogue and differs only in that no written help is given.

The first step in presenting dialogue and role-play to adult ESL learner is to select a topic and then a competency. Student involvement in these choices creates immediate response and interest among students.

When introducing a new competency, you will discover that a dialogue can be very useful. It is an effective way of practicing unfamiliar vocabulary and structures while simultaneously checking for comprehension. All practice should move quickly from teacher-directed to student-directed, from group learning to individual learning. LET THE LEARNERS DO THE TALKING!!! Such dialogue may be teacher-written or taken from a textbook. It is important, however, that it be written at the appropriate level and is relevant to the students.

After mastering a dialogue, students will be ready for role play. This is the culminating part of the lesson. Based upon the dialogue itself, students are assigned roles that place them in real-life situations. They should be encouraged to use structures and vocabulary from the dialogue in addition to any other language they know that is appropriate to their roles.

DO NOT correct errors during the exchange of roles. Note the mistakes and practice corrections with the entire class after the exchanges in roles have been completed. Be careful to not over-correct.

As with all language learning activities, you will need to review the dialogue. Repetition, writing a paragraph, or a cloz exercise are ways to review while at the same time check mastery.

Dialogue Procedure

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Continue on to (Part 4) Instructional Strategies

This web-based training program was developed through an Adult Education State Leadership Grant from the Florida Department of Education, Division of Community Colleges and Workforce Education.

Disclaimer: While every effort has been made to ensure the accuracy of this web-based training component, it is not an official publication of the Florida Department of Education.