Participatory Approach

Linking Participatory Approach to Second Language Acquisition



“There has been a paradigm shift away from B.F. Skinner’s behaviorism and grammar based approaches towards meaning centeredapproaches. We realize more now that language isn’t just a system of rules that are separate from their usage, but that it is not enough to just know grammar, it is necessary to known the appropriate formsto use in different contexts. This is why there is a shift called communicative competence.”

“Instead of trying to cover content that has been predetermined, teachers need to discover contentthat’s important to their own students.” (Auerbach)

Constructivists - Learning is a social construct. Collaborative learning incorporates small groups to explore a question or problem. Teacher wondersaloud and poses questions to the students for promotion of reasoning as a facilitator.

Zone of Proximal Development - (Vygotsky) Learners are challenged within close proximity to, yet slightlyabove, their current level of development. By experiencing the successful completion of challenging tasks, learners gain confidence and motivation to embark on more complex challenges.

CommunicativeLanguage Teaching - Emphasizes interaction classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encouragelearners to develop their confidence.

Motivation Achieving their goal of understanding the issue, discussing it, connecting it to their lives, and coming up with an action plan.

Interactionhypothesis (Long) - Students learn through authentic negotiation of meaning and become aware of gaps in their target language.

Task-Based Learning - Student-centered, allows for more meaningfulcommunication, and often provides for practical extra-linguistic skill building.

Krashen - Acquisition requires meaningful interaction in the target language, during which the acquirer is focused on...