MODULE IN THE APPROACHES FOR LANGUAGE ARTS TEACHING

I. OBJECTIVE/S
At the end of the lesson the students should be able to:
• Explain the approaches for language arts teaching and their implications in
teaching and learning;
• distinguish the key points of each approach to be familiar with them; and
• design techniques on how the approaches will be used in concrete
scenarios.
II. REFERENCES
➢ https://YouTu.be/approachesinteachinglanguagearts_MskompKOK?si=6pMk
ngPXWtPBpr5s
III. CONTENT
By now you should have realized that not one approach is enough to answer all
the student's queries, to quench the student's thirst for knowledge, and to use in a
classroom discussion. As a teacher, you must have more than one trick up your
sleeves and in this lesson, you will be introduced to different approaches that you
can utilize in the classroom to make it more meaningful and engaging.
Each approach that will be discussed in this lesson has its ups and downs and as a
teacher, you must be able to identify the correct or appropriate approach you'll
use in certain situations.

Communicative Approach
Communication is essentially the basis for language and Communicative
Approach. It seeks to develop communication skills for the students to be able to
engage and converse with each other meaningfully.
It is based on the thought that learning a language effectively comes through
having to communicate genuine meaning. When learners are included in genuine
communication, their normal techniques for language acquisition will be utilized,
and this will permit them to apply the language.
The aim of Communicative Language Teaching is the effective target
language learning. Putting this in mind, the teaching materials and aids in
classroom activities must be relevant, authentic, and meaningful. This will help the
learner to remember and understand better the acquired knowledge and activities
they've done. The lessons or activities planned or designed should be open-ended
and give opportunities for students to think, have original independent ideas or
answers. It should be reality-based, relevant, interesting, and related to modern
civilization lessons and be ideal for CLT.

Language Scaffolding
Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a
cognitive psychologist. He used the term to describe young children's oral
language acquisition. As children are first trying to learn to speak a language, their
parents and guardians are their first teachers. The parents and guardians provide
informal frameworks that will shape the learning of the child.
Scaffolding in the classroom includes helpful and meaningful interactions between
the teacher and the student. The teachers are there to guide so that the student
will not go beyond what he or she can do independently. A scaffold is a temporary
framework that is utilized by the more knowledgeable person to help guide the
students to improve and enhance his or her learning. Once the student was able to
feel successful and able to master the skill that’s when the scaffold can be taken
away. That's when we can say scaffolding was successful.

Cooperative Learning
Cooperative Learning has been proven to be effective for all types of
students because it promotes learning and raises awareness of respect and
friendships among diverse groups of students. The more diversity in a team, the
higher the benefits for each student. Students learn to depend on each other
positively for a variety of learning tasks. Cooperative Learning is particularly
beneficial for ESL students. Cooperative Learning activities promote peer
interaction, which helps the development of language and the learning of
concepts and content. It is important to assign ELLs to different teams so that they
can benefit from English language role models. ELLs learn to express themselves
with greater confidence when working in small teams. In addition to 'picking up'
vocabulary, ELLs benefit from observing how their peers learn and solve problems.
According to David Johnson and Roger Johnson (1999), five basic elements
allow successful small group learning:
▪ Positive interdependence: Students feel responsible for their own and the
group's effort.
▪ Face-to-face interaction: Students encourage and support one another; the
environment encourages discussion and eye contact.
▪ Individual and group accountability: Each student is responsible for doing
their part, the group is accountable for meeting its goal.
▪ Group behaviors: Group members gain direct instruction in the interpersonal,
social, and collaborative skills needed to work with others occurs elements
allow successful small-group learning:
▪ Group processing: Group members analyze their own and the group's ability
to work together.
In Cooperative learning, the roles of the teacher and the students' changes.
The sole responsibility of teaching doesn't only go with the teacher but is shared
with the students. The authority of setting goals, ensuring learning, and facilitating
learning is shared by all.
With this, students have the reign of how the learning will take place and this
will also give them more opportunities to actively participate in learning and even
challenge each other. Along with improving academic learning, cooperative
learning helps students engage in thoughtful discourse and examine different
perspectives, and it has been proven to increase students' self-esteem, motivation,
and empathy.
Situational Approach
The Oral Approach or Situational Language Teaching is based on a structural
view of language. Speech, structures, and a focus on a set of basic vocabulary
items are seen as the basis of language teaching. What distinguishes the Situational
Language Teaching approach is its emphasis on the presentation of structures in
situations.
Situational Language Teaching is characterized by two major features:
2. Focus on both vocabulary and reading is the most salient trait of SLT.
Mastery of a set of high-frequency vocabulary items is believed to lead to good
reading skills.
2. An analysis of English and a classification of its prominent grammatical
structures into sentence patterns (also called situational tables) is believed to help
learners internalize grammatical rules.
Functional-notional Approach
The Functional-notional Approach deems language as communication with
a purpose. It simply means that we talk because we need to When we speak, we
have various purposes, it may be because we want to inform, to persuade, to
agree, to question, to insinuate, to explain and so much more. We do not just omit
sounds just for the sake of making sounds. That is what the Functional- notional
approach explains communicate something. In essence, we have verbs, nouns,
pronouns, adjectives, and so on to express language functions and notions.
When we speak, we have various purposes, it may be because we want to inform,
to persuade, to agree, to question, to insinuate, to explain and so much more. We
do not just omit sounds just for the sake of making sounds. That is what the
Functional- notional approach explains.
As a teacher, if you wish to utilize this approach, the first thing you have to do
is to evaluate and identify how the students will be using the language.
For example, when teaching students from primary grade, one of their priorities is to
be able to express themselves to their parents or their teachers in a simple manner
like asking for food, thanking their parents or friends, and even just simply saying "I
love you". With this, you can teach them simple phrases like "I'm hungry" or "Thank
you."
You can certainly teach grammar and sentence patterns, but they're always
incorporated by the purpose for which language is used.
Multi-skill Approach
Multi-skill Approach is also known as the "Skill-based Approach". In this
approach, you will realize that the teacher's presence is not that strong to
encourage the students to participate more. Skill-based instruction is about
planning, implementing, and assessing literacy skills. In a skill-based classroom, a
good amount of instructional time is dedicated to practicing, assessing, and
reflecting on skills. As students practice skills, they are reading non-fiction texts,
discussing ideas, and summarizing essential information.
They are learning how to think critically, analyze ideas, and speak and write
with insight and cleverness. The focus in the classroom is on developing students to
be independent readers and critical thinkers so that they are prepared for what
college and life after college have in store for them. Content knowledge is critical
and using reading, writing, and speaking skills to access that knowledge helps
students learn it and retain it.
Content-based Approach
Content-Based Instruction is an approach to language teaching that focuses
not on the language itself, but rather on what is being taught through the language
which means the language becomes the medium through which something new is
learned. In this approach, the student acquires the target language by learning
other new content.
The language learned and used is taught within the context of the content.
The theory behind CBI is that when students are engaged with more content, it will
promote self-motivation. Students will be able to use more advanced thinking skills
when learning new information and will focus less on the structure of the language.
This approach is very student-centered as it depends entirely on the students'
ability to use and to acquire the language. This approach is very student-centered
as it depends entirely on the students' ability to use and to acquire the language. It
is not enough to simply integrate content into the language classroom, it must be
done effectively.
Stoller 2002) lists eight practices that allow for natural content integration:
1. Extended input, meaningful output, and feedback on language and grasp
of content
2. Information gathering, processing, and reporting
3. Integrated skills (using reading, writing, speaking, and listening in natural
classroom activities)
4. Task-based activities and project work, enhanced by cooperative learning
principles
5. Strategy training (to produce more metacognitively aware strategic
learners)
6. Visual support (images, graphic organizers, language ladders, etc.)
7. Contextualized grammar instruction
8. Culminating synthesis activities (knowledge is displayed in writing and
orally)
To sum it all up, you must insist on trying to involve your students. Have them
help you on the decision making when it comes to what topics and subjects should
be used to be able for them to find out how they feel about this kind of lessons
compared to your usual lessons because, by the end of the day, they will be the
measure of your success.
Task-based Approach
Task-based learning, and enhancement of the communicative approach,
focuses on the completion of specific tasks through which language is taught and
learned. Language learners use the language that they know to complete a
variety of assignments, acquiring new structures, forms, and vocabulary as
necessary.
The classroom activity revolves around the task at hand while the language is
the instrument that the students will use to accomplish it. The task is an activity in
which students use language to achieve a specific outcome. The activity reflects
 real life and learners focus on meaning. The students are free to use any language
they want. It can be their native language or their target language.
Activities like playing a game, solving a problem, or sharing information or
experiences can all be considered as relevant and authentic tasks. In TBL, an
activity that does not contain a problem-solving element or an activity with no
goals. There are two models under task-based approach: Presentation, practice
and production (PPP) PPP MODEL and Test, teach, and test (TTT) MODEL
A deductive approach often fits into a lesson structure known as PPP
(Presentation, Practice, and Production). The teacher presents the target language
and then allows students to practice it through very controlled activities. The final
stage of the lesson allows the students to practice the target language in freer
activities which bring in other language elements. Test, teach, test (TTT) is an
approach to teaching where learners first complete a task or activity without help
from the teacher. Then, based on the problems seen, the teacher plans and
presents the target language. Then the learners do another task to practice the
new language.
TTT is a useful approach as it enables teachers to identify the specific needs
of learners concerning a language area and address this need suitably. It can be
particularly useful at intermediate levels and above, where learners may have seen
the language before, but have specific problems with it, and also in mixed-level
classes to help identify objectives for each individual.
Participatory
The Participatory approach is under the umbrella of Content-Based
Instruction (CBI) because it uses topics for specific purposes. The themes were
derived from real issues that affect students' daily lives where language learning is
used as a channel to resolve social issues. Various activities can be incorporated in
this teaching strategy which aims to develop all language domains in the learning
process.
According to Auerbach (as cited in Ross, 1995), learners are also encouraged
to take ownership of their learning as well as collaborate with the teacher, including
participating in small and whole-group activities for learning to be meaningful.
However, in the participatory approach meaning precedes form. The Participatory
Approach is a brainchild of Brazilian language educator Paulo Freire. Freire is the
author of the book "Pedagogy of the Oppressed". Many researchers have also
referred to this method as the Freirean Approach to language literacy education.
The goal of this method is to use language learning as a tool to provide solutions to
social problems that impact learners in their daily lives. According to Jurno (as cited
in Spencer, 1992) Freire contends that unjust social problems originate from illiteracy
and the solution lies in helping learners empower themselves from the
circumstances they are in.

IV. ASSESSMENT
❖ KINDLY ANSWER THE G-FORMS PROVIDED. Link will be sent in official Group
Chat.
https://forms.gle/vRjYRofZJrp5CnBc8
V. OUTPUT/ENRICHMENT ACTIVITY
❖ Via table, enumerate the approaches being discussed and put in column A
and download a curriculum in Reading and Literacy/Language under
Matatag Curriculum and or English Curriculum Guide or MELCS in English. In
Column A list the at least Approaches and Choose a competency that best
to use the approaches mention above. Do it in column B. (Pass it as a picture
– Png., Jpg., Jpeg.; or as a scanned document through our Google
Classroom. Do it in a clean piece of paper). Do it in a format below. Please
do consider this rubric in making the output.
Example.
Table 1.
Approaches Learning Comptency
*Brief explanation
1. Participatory LC – Participate in choral speaking and echo reading of
short poems, rhymes, and stories with repeated patterns
and refrains in English (EN2OL-IIIc-d-1.2)
Explanation: It requires every learner to participate in
order to attain this lesson. Teacher should involve every
learner in teaching-learning process.

Rubrics:
CRITERIA POINTS ALLOCATION/SHORT DISCRIPTION
CONTENTS 50 POINTS/perfect score will be given if the contents is
well-discussed. A deduction of 5 points if one
contents is not well-emphasized. Scores will be
deducted by 4 each.
RELEVANCE OF THE 30 POINTS/The output made by the students is
OUTPUT research-based, it taken from the valid sources like
TG, CG, MELCSs and reference books. A deduction of
3 points consecutively if the research outdated.
NEATNESS AND 15 POINTS/ The output is catchy and can get the
TIMELINESS attention of checker well. It is passed on-time or
before deadline. A deduction of 2 point each day of
late submission.

Prepared by Mr. Leo S. Castro, LPT, MAED