Approaches, Methods and Techniques for Young Learners

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hi so in this video we're going to talk

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about approaches methods and techniques

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especially for young learners okay so

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this video is gonna cover my arranger

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different things from general approaches

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to methods to specific techniques we can

00:26

talk about the history of these things a

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little bit and at the end we're gonna

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talk about the post method era okay so

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let's have a look at what we're going to

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talk about today

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first what is an approach a method and a

00:39

technique so I'm gonna give it like an

00:40

overview of this and then approaches for

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young learners and then a brief history

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of tehsil approaches and methods and how

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these fit into EFL and ESL context okay

00:57

so English is a foreign language and

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English as a second language these

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different contexts kind of how does it

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relate to methodology we're also going

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to talk about the post method era and

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finish off talking about personal

01:11

methodology okay so let's get started

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okay so first let's look at this

01:16

overview okay and at the top here you

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can see learning theories now approaches

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methods and techniques come from our

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concepts and ideas about what is

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learning okay so over time we've

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developed different understandings of

01:33

learning and different ideas about how

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learning happens have come about so

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these different theories about what is

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learning and what encourages learning

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and how do we learn these things become

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approaches to teaching okay so these are

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theories about how to teach that match

01:53

the idea we have about learning okay so

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this is an approach which is an

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assumption about how to engage learners

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okay so a different approach is

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influenced by different viewpoints of

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learning so approaches the overall you

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can see in the kind of red large circle

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approaches the overall aspect of this

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and then a smaller within that you have

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the orange circle this is the method so

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the method is the actions that engage

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learning okay so the approach is the

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kind of the concept of the idea the

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method is the action so the method comes

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from the approach ok so different

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approaches would have different methods

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and then you can see in the smaller

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yellow circles techniques so there can

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be different methods for the same

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approach that can also be different

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techniques for the same method ok so one

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method might have a range of techniques

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techniques of classroom strategies

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strategies very specific things that we

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we do in the classroom so you can see

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from this kind of very general overview

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how these things fit together

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okay theories about learning influence

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approaches approaches to teaching that

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becomes a method which is a series of

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actions and then within a method you

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might have various techniques ok let's

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move on

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okay so approaches for young learners

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I'm gonna give a summary of some of the

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important kind of ideas and concepts

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that I think are relevant for teaching

03:29

young learners okay the first one is

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behaviorism the behaviorist approach

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this approach this idea about teaching

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is that language can be structured into

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a syllabus of manageable parts

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repetition is good it involves rewards

03:47

and motivation and it's all about

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modeled pronunciation and modeled

03:52

language ok so be a behaviorist is a

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very kind of step by step way of

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teaching we teach languages as parts ok

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as grammar parts or as expressions

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repeating practicing again and again and

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then kind of building on that the next

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week or the you know as a students

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develop ok so we're gonna look in the

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history of approaches we're gonna look a

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little bit more about behaviorism ok the

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next one is a multiple intelligence

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theory this is actually one of my

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favorites

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this idea is that all learners have

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different store

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activity should be varied to match those

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different types of learners and that

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lessons should be multimodal using

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different modes of communication or

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media or materials okay now multiple

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intelligence theory one thing that I

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should say at first there is no

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empirical evidence for this

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okay this idea was kind of developed on

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intuition so that is a weakness and I

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think that in certain fields or certain

04:57

disciplines we wouldn't really discuss

04:59

multiple intelligence because there like

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I said there's no actual hard data for

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this okay but I think in our field which

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is teaching I think that it is a very

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useful idea and concept and it kind of

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helps teachers to develop interesting

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lessons varied activities good materials

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so you know when you're developing

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materials you can think about multiple

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intelligences and it might give you some

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ideas about how to extend or add to your

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materials or activities so I do think

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it's really useful I have another video

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about multiple intelligences and are

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probably going to make a new video about

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it soon with more detail okay so it's

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kind of like a learning style but not

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exactly it's more it's more about the

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range of skills and abilities that we

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have as humans and we all have like a

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range of different things some of us

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improve some of us prefer visual things

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some of us prefer listening to things

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some of us prefer kind of logical

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puzzles and things like this okay so

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that's multiple intelligence theory and

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we'll discuss that more in other videos

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okay so the input hypothesis this is

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from krashen's with five hypotheses so

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learners need input before output this

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is related to krashen's silent period

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that learners need time for input okay

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and they need silent time to absorb and

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to process the new things that they're

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learning okay so this is the input

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hypothesis input approach okay the next

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one is humanist young learners are

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people and have their

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own opinions reasons and emotions that

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should be respected so this is kind of

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the humanist approach to education not

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just language teaching this is a general

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approach to education okay notice is

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very different from behaviorism

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behaviorism kind of treats learners like

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robots or animals to be to be to be you

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know to be trained

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okay the humanist approach is all about

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kind of the full human the emotions the

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experiences that we have okay the final

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one is the constructivist approach

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loners need to challenge and construct

07:19

their own and

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and construct their own understandings

07:23

of language and meaning ok so this idea

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is that learners construct their own

07:30

understanding of the world they

07:32

construct their own understanding of

07:34

language for example this is kind of

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quite closely related to Piaget and

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Vygotsky again I'll probably make

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another video about that so they are

07:44

some of the you know the the big names

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in the field in terms of young learner

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education they're all about kind of

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social interaction and constructing

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ourselves with the support of others and

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kind of making sense of the world around

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us ok so these are these five approaches

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have been suggested as the kind of some

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of the the good approaches to keep in

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mind when we're teaching young learners

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ok so let's talk a little bit more

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detail now this is about behaviorism

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okay so Skinner was one of the the

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people who developed this it's called

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the father of modern behaviorism and he

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introduced this idea of operant

08:27

conditioning which is basically

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conditioning conditioning people or

08:32

animals to do things okay

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kind of doesn't sound very nice when you

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talk about it like that but the idea is

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is that okay so you can see the table

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below the mouse pushes the lever and

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then they get a reward okay so this is

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conditioning the mouse to do something

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now if we take that too you may have

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heard of Pavlov

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dock right you ring the bell and the dog

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calm so Pavlov was one of the previous

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people who kind of developed these ideas

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okay and you can see the the table at

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the bottom here so this is in relation

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to teaching children the the child has a

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stimulus some kind of input some kind of

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task or activity or a question they

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respond and they get positive

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reinforcement or negative reinforcement

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okay

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of course the negative reinforcement

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would would stop them responding in that

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way and they would try to find a

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different kind of response but if they

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get positive reinforcement then they

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will think that that response is correct

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okay so as I mentioned this kind of idea

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about the way that humans learn does

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kind of treat us like robots

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so a lot of people do criticize this it

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does leave out a lot of what makes as

09:51

individuals and what makes us humans and

09:53

you know we can't just treat everybody

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like a like a nun on an on and off

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switch okay okay so behaviorism led to

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audio lingual ISM in terms of language

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teaching now audio lingual ISM was one

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of the one of the early approaches one

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of the early methods I should I should

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say this was known as the army method

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because it it kind of really came to the

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fore in the I think around the 40s and

10:22

50s and 60s was the period of audio

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lingual ISM and at this time a lot of

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people a lot of soldiers or agents

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needed to learn language and they needed

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to learn it quickly so what they did you

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can see the picture here they would

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listen and repeat and listen and repeat

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and they would learn language that way

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so in World War two large numbers of

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military personnel needed to learn to

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speak foreign languages quickly and they

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use this technique to kind of train the

10:55

soldiers okay it's it's interesting that

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what I said about behaviorism being kind

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of treating people like robots well in

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military field you know the the soldiers

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are kind of treated like robots so this

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kind of method the behaviorism became

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the audio lingual ISM method in language

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teaching okay but let's move on another

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interesting one is total physical

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response and then do another video about

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this this was created by James D Asha on

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the premise that language is learned

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primarily through listening so it's a

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method for listening that really focuses

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on listening next language learning must

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engage the right brain hemisphere okay

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so you can see this other image here

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with the the person with the brain and

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the left brain and the right brain now

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again something I should mention here is

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this is not literally true okay it seems

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to kind of really grabbed a lot of

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people's attention and a lot of people

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think that now this is 100% true so it's

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not actually true that our brains are

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split and one side is one and one side

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is the other okay so don't think of this

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as literally true that our brain has a

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left on the right side but as an idea

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and a concept I think it is valid and

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useful to have this kind of idea as long

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as we know that it's not literal truth

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so you can see here according to this

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the left brain is for logic analysis

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sequencing and so on the kind of logical

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side of our brain the right brain is all

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about creativity imagination arts and so

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on

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so total physical response was an

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attempt to address the imbalance between

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the left brain and the right brain in

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teaching so it brings more of the kind

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of creative side of our our brain

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processing into it okay and the final

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point here language learning should not

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involve stress okay so that's total

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physical response and very useful

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technique for teaching young learners

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okay next communicative language

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teaching this came out of the approach

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that considers that looked at language

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and considered it as a way of

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communicating meaning okay

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and so this led to a different kind of

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approach to teaching the late 60s I

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think the 70s and the 80s this really

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came to the fore and it came out of our

13:44

understanding a functional language and

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how we change our language in different

13:48

situations as well so a communicative

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language teaching here are some typical

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activities roleplay icebreakers

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information gap jigsaw tasks

13:58

problem-solving surveys discussion and

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debate

14:02

okay so communicative language teaching

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treats language as something as a tool

14:08

we use to communicate okay we

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communicate things about ourselves we

14:12

use language for you know dealing with

14:15

the outside world okay now this is how

14:20

many methods approaches and techniques

14:23

fit into the different contexts of EFL

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and ESL okay so EF L is English as a

14:34

foreign language and the Korean context

14:37

where I am now this is an EFL context

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because English is a foreign language

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it's very different from ESL which is

14:44

English as a second language so there

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are other contexts such as if a Korean

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is goes to study in North America or

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Britain or Australia then they would be

14:59

an ESL student because they're living in

15:02

the target language culture and they're

15:05

learning the English is a second

15:07

language okay so you can see here on

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this chart EF owl is at one side in the

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middle you've got EF l in ESL kind of

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combined and then on the other side

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you've got ESL so on the EF l side this

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is more structure based instruction in

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this context you're more likely to find

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things like grammar trends

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raishin method al is audio lingual ISM

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you have CLT but the weak version of CLT

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okay so communicative language teaching

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the weak version means scaffold it so in

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the weak version there would be language

15:44

focus that exercises to support and help

15:47

learners in their communicative tasks

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and the final one on the EFL side is PPP

15:53

present practice produce which is an old

15:56

kind of teaching framework it's a it's

16:00

not totally out of fashion I'm sure it

16:04

happens in many classrooms but it is a

16:06

kind of more traditional way of looking

16:09

at language where we present and then

16:11

explicitly practice and then have a

16:13

production stage of three stages of a

16:16

lesson so in an EFL context you're more

16:19

likely to find these things GTM CLT weak

16:22

version al and PPP okay if we move to

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the middle now here you have kind of

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communicative instruction so here could

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be combined EFL ESL it could be either

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either context so there you have CLT

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communicative language teaching the

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strong form of CLT the strong form means

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that students are you may have like a

16:50

warm up kind of introduction stage to

16:52

set the context and prepare but then you

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quickly throw students into

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communication okay

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there's no scaffolding there's no

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language exercises there's no explicit

17:02

instruction you throw them quickly quick

17:06

more quickly into communication and

17:09

expressing themselves and trying to

17:11

complete some kind of activity or it

17:15

could be a task then it would be task

17:16

based language teaching but you aren't

17:20

giving them kind of language support

17:22

some people believe in the strong

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version of CLT some people believe in

17:27

the weak version of CLT but I do think

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it depends on the context and the

17:31

students if the students a higher level

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then strong version is fine if the

17:36

students are lower level then I would

17:38

suggest the weaker version of

17:40

el-tee okay you also have under CLT

17:43

strong you have TBI task based

17:45

instruction okay so basing instruction

17:49

around tasks so that's quite closely

17:51

related related to CLT and then moving

17:54

over you've got CLI L which is content

17:57

and language integrated learning ok

18:00

content and language integrated learning

18:02

so this is teaching content but

18:04

integrating it with language learning

18:06

and then below that you've got

18:09

content-based instruction this is moving

18:11

over towards ESL site now content-based

18:15

instruction would be teaching content

18:17

like history or math or science so

18:22

essentially basically teaching subjects

18:25

in the second language it's not really

18:27

language teaching okay I guess CL il

18:30

would be in that type of instruction

18:34

there would be some awareness that

18:37

language is part of the teaching

18:38

but in content-based instruction it's

18:41

just teaching content not teaching

18:42

language and students learn the language

18:45

through learning the content ok moving

18:47

over you've got immersion and then

18:50

finally sub motion sink & swim so this

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is on the ESL side this would be like

18:56

you know Korean student going to live in

18:59

Canada going to a school in Canada that

19:02

would be total immersion okay they

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wouldn't really have any language

19:05

scaffolding or you know language lessons

19:08

to help them then learn language by

19:10

complete immersion so this is closer to

19:12

natural acquisition so you can see here

19:15

how some of the approaches kind of match

19:20

different types of contexts now I would

19:23

suggest you know we are in the EFL side

19:26

for low level and younger learner

19:30

younger learners you can kind of be more

19:34

closer to the red circle in terms of

19:36

your teaching with weak CLT especially

19:39

if your students a higher level then you

19:41

could be over to CLT the strong version

19:44

task based instruction or even perhaps

19:47

content and language integrated learning

19:48

so you know using newspapers or

19:52

kind of current events and just

19:55

practicing language through discussing

19:57

things like that okay so I hope that was

20:00

interesting and useful let's move on

20:01

okay so this is kind of related to the

20:05

next topic but I'm not going to give you

20:06

too much about it straight away but have

20:09

a look at this now behaviorism and which

20:12

led to the audio lingual method here we

20:15

have Pavlov Watson and Skinner some of

20:18

the architects of this approach and the

20:22

way that this kind of spread through

20:25

education and society was it came from

20:28

these these academics and these

20:31

theorists and it came down to language

20:33

teachers okay and this is the natural

20:36

approach crashing and Tyrell and again

20:39

these academics came up with ideas and

20:43

this kind of filtered down to language

20:45

teachers and the tipi are at a total

20:48

physical response again Asha developed

20:51

this idea and it kind of filtered down

20:53

to language teachers and the

20:55

communicative approach communicative

20:57

language teaching various things

21:00

happened to develop this it actually

21:02

took quite a you know a few decades for

21:04

this to develop with various different

21:06

viewpoints and ideas so you can see a

21:08

summary there on the screen

21:11

but essentially various people came up

21:14

with ideas and these ideas kind of

21:16

filtered down to language teachers so

21:19

think about the last few slides what do

21:22

they look like it what's wrong with this

21:24

traditional approach to the spread of

21:27

methodology this seems like all of these

21:30

things are coming down to us from

21:34

academics or experts and they're kind of

21:37

these things are filtering down through

21:39

our understanding of Education into our

21:41

education systems and so on so this has

21:44

actually been challenged in the last few

21:46

decades people have said that the way

21:50

that we're looking at this system is

21:51

completely wrong and it shouldn't be

21:53

that these figures develop an idea and

21:57

that we should have to follow this idea

21:59

that has has been developed by somebody

22:02

so there's kind of been a paradigm shift

22:04

in the way that we've

22:06

you methodology which has kind of

22:10

switched this idea

22:13

it's very top to bottom this idea of the

22:17

these theories coming down to language

22:19

teachers and people have realized that

22:21

actually language teachers should be at

22:24

the top or should be at the center of

22:26

this idea so this has changed and one of

22:30

the one of the texts that helped to kind

22:34

of solidify this new idea is called the

22:36

post method condition emergent emerging

22:39

strategies for second and foreign

22:41

language teaching and this this really

22:45

quite seminal paper by Kumar vadivelu

22:50

the seminal paper kind of suggested that

22:54

actually this are the way that we look

22:56

at methods is wrong and methods don't

22:58

come from experts methods come from

23:00

teachers and teachers do whatever they

23:03

want to do in the classroom you know

23:04

they find the the mix of methods that

23:07

works for them based on the context

23:09

based on the learners based on their

23:12

ideas about teaching and learning so

23:14

this has kind of created a shift in the

23:17

last few decades and rather than looking

23:19

at this as a as a top-down approach

23:22

there's been this this change that we

23:25

should look at it in a different way

23:27

okay so the post method era looks at it

23:32

like this that the language teachers are

23:34

the center the language teachers let me

23:37

read the green text the language

23:39

teachers become practitioners and

23:41

self-directed theorizes who construct

23:44

their own theory of practice so we have

23:48

all these methods and approaches now all

23:50

of these ideas about education but it

23:52

really now it's up to you as a teacher

23:55

to find the right balance of these

23:58

various methods and approaches you are

24:02

the the the person in the classroom

24:05

you're the one interacting with your

24:06

students you know what's best okay and

24:09

this idea of you know these theories

24:13

coming down from these ivory towers has

24:15

been challenged now so this has led to

24:17

something interesting

24:19

personal methodology also called

24:21

principled eclecticism eclecticism means

24:24

a mix and a principled means that we we

24:28

choose the mix based on solid ideas and

24:33

principles so this has become quite a

24:36

common topic in the last few decades a

24:39

lot of people now are talking about

24:40

personal methodology and principled

24:43

eclecticism this is context sensitive so

24:47

it's sensitive to your situation the age

24:50

of your students the level of your

24:52

students their develop their development

24:54

what kind of institution you're teaching

24:56

in and so on it's location specific okay

25:01

what is the linguistic background of

25:03

your students what is the socio-cultural

25:05

setting of your your teaching what is

25:08

the political setting of your your

25:11

education and through action research

25:16

teachers theorize from their practice

25:18

and practice what they theorize okay so

25:22

the idea now is that researchers do not

25:25

exist separate from us we are the

25:27

researchers we we do research by

25:30

teaching and finding out what works and

25:32

then adapting our teaching in the

25:35

classroom and finally teachers become

25:38

the catalyst for change so really it's

25:40

up to you to find the right balance of

25:43

approaches and methods and techniques

25:47

that work in your situation okay I hope

25:50

that was useful I'll see you in the next

25:52

video