The silent way

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  • Publicado : 29 de junio de 2010
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The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. Gattegno's name is well known for his revival of interest in the use of coloured wooden sticks called cuisenaire rods and for his series Words in Colour, an approach to the teaching of initial reading in which sounds are coded by specific colours. His materials are copyrighted andmarketed through an organization he operates called Educational Solutions Inc., in New York. The Silent Way represents Gattegno's venture into the field of foreign language teaching. It is based on the premise that the teacher should be silent as much as possible in the classroom and the learner should be encouraged to produce as much language as possible. Elements of the Silent Way, particularlythe use of colour charts and the coloured cuisenaire rods, grew out of Gattegno's previous experience as an educational designer of reading and mathematics programs. (Cuisenaire rods were first developed by Georges Cuisenaire, a European educator who used them for the teaching of math. Gattegno had observed Cuisenaire and this gave him the idea for their use in language teaching.)
The Silent Wayshares a great deal with other learning theories and educational philosophies. Very broadly put, the learning hypotheses underlying Gattegno's work could be stated as follows:
1)  Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned.
2)     Learning is facilitated by accompanying (mediating) physical objects.
3)    Learning isfacilitated by problem solving involving the material to be learned.
Let us consider each of these issues in turn.
1. The educational psychologist and philosopher Jerome Bruner distinguishes two traditions of teaching - that which takes place in the expository mode and that which takes place in the hypothetical mode. In the expository mode "decisions covering the mode and pace and style of expositionare principally determined by the teacher as expositor; the student is the listener." In the hypothetical mode "the teacher and the student are in a more cooperative position. The student is not a bench-bound listener, but is taking part in the "play the principal role in it" (Bruner 1966: 83),
The Silent Way belongs to the latter tradition, which views learning as a problem-solving, creative,discovering activity, in which the learner is a principal actor rather than a bench-bound listener. Bruner discusses the benefits derived from "discovery learning" under four headings: (a) the increase in intellectual potency, (b) the shift from extrinsic to intrinsic rewards, (c) the learning of heuristics by discovering, and (d) the aid to conserving memory (Bruner 1966: 83). As we shall see,Gattegno claims similar benefits from learners taught via the Silent Way.
2. The rods and the coded-coded pronunciation charts (called Fidel charts) provide physical foci for student learning and also create memorable images to facilitate student recall. In psychological terms, these visual devices serve as associative mediators for student learning and recall. The psychological literature onmediation in learning and recall is voluminous but, for our purposes, can be briefly summarized in a quote from Earl Stevick:
If the use of associative mediators produces better retention than repetition does, it seems to be the case that the quality of the mediators and the student's personal investment in them may also have a powerful effect on memory. (Stevick 1976: 25)
3. The Silent Way is alsorelated to a set of premises that we have called "problem-solving approaches to learning." These premises are succinctly represented in the words of Benjamin Franklin:
Tell me and I forget,
teach me and I remember,
involve me and I learn.
In the language of experimental psychology, the kind of subject involvement that promotes greatest learning and recall involves processing of material...
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