2. PRINCIPLES
Teacher goals
Lang for self-expression; students dev.
Independence; inner criteria
Teacher/student roles: teacher
technician to focus attn on prior knowledge;
students actively explore language
Process: sound/pronun introduced first thru
sound-color Fidel charts; simulated sits. Focus
on single structures; students prompted by
minimal cues; students asked to describe
reactions; stud. respons. encouraged
Lang/culture: inseparable..no fixed linear
structured syllabus; develops according to
needs..all skills addressed but writing later
Native lang: used for instructions/pronun but
no translation; initial feedback sessions; schema
within 1st
lang used
Evaluation: may be largely informal,
continuous; transfer learning to new contexts;
no teacher praise/criticism..steady progress, not
perfection desired
Errors: natural..used as basis for
instruction..self-correction, peer feedback
encouraged..teacher correction last resort
5. PRINCIPLES
Teacher goals:
communicative lang. Use; stud.
Reasons. For learning; “whole”
person, “non-defensive” learning
Teacher/stud roles: teacher as
counselor, reduces threat; stud
goes thru stages from
dependent to independent
Process: conversation in native
lang; teacher translates in
chunks; taperecorded into
transcript; emerging grammar
needs
Process (cont’d): 6
elements: security-aggression-
attention-reflection--retention-
discrimination; teacher builds
rapport w/studs.; studs. Feelings
acknowledged/responded to
Lang/culture: integrated to
build communication/dev.
Creative thinking
Emphasis: initially
understanding/speaking with
stud-designed syllabus;
reading/writing on emerging
needs
6. Principles (cont’d)
Native lang: initially
heavy use of
translation; pantomime
also used
Evaluation: not usual
test; studs. Emotionally
prepared; tests more
integrative (not
discrete)--write para or
oral interview; self-
evaluation
7. Principles (cont’d)
Error: non-threatening
response through
modeling correct usage
Physical layout: circles
with teacher outside
circle
