THE SILENT WAY
· The silent way is a method of language teaching, originated in the early 1970s. and introduced by Caleb Gattegno.
· Caleb Gattegno is an Europe educator, is well known for the use of colored sticks called cuisenaire rods and for his approach to the teaching of initial reading in which sounds are taught by colors.
Basic Premises for SW
· The method is based on the premise that teacher should be silent as much as possible and the learners should be encouraged to produce language as much as possible.
· The SW assumes that learners work with resources and nothing else, as they are solely responsible for what they learn.
· Teaching sould be subordinated to learning.
· Silence makes students to concentrate on what is to be learned.
Gattegno’s Learning Hypotheses
· Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned.
· Learning is facilitated by accompanying (mediating) physical objects.
· Learning is facilitated by problem solving involving the material to be learned.
Theory of Language
· A successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial.
· Silent way learners acquire “inner criteria”
· The silent way student is expected to become independent, autonomous and responsible.
# Independent Learners
· They are aware that they must depend on their own resources and realize that they can use the knowledge of their own language to open up some things in a new language.
# Autonomous Learners
· They choose proper expression in a given set of circumstances and situations.
# Responsible Learners
· They know that they have free will to choose among any set of linguistic choices, the ability to choose intelligently and carefully is said to be evidence of responsibilty.
Goals of The Silent Way Teacher
· Students are able to use the language for self expression.
· They need to develop independence from the teacher, to develop their own criteria for correctness.
· They become independent by relying on themselves.
· The teacher should give them only what they absolutely need to promote their learning.
Characteristics of The Teaching Process
· The teacher sets up situations that focus on the structures of the language. These are introduced through a language-specific sound-color chart.
Characteristics of The Learning Process
· Students begin their study of the language through its sounds.
· The students receive a great deal of practice with a given target language structure without repetition for its own sake.
Nature of Student-Teacher Interaction
· The teacher is silent. He is stil very active, however setting up situations to “force awareness”, listening attentionally to students’ speech, and silently working with them on their production through the use of nonverbal gestures and the tools he has available.
Nature of Student-Student Interaction
· Student-student verbal interaction is desirable (students can learn from one another) and is therefore encouraged.
How to Deal With Feelings of Students?
· When their feelings interfere, the teacher tries to find ways for the students to overcome them.
· Through feedback sessions at the end of the lessons, students have an opprtunity to express how they feel.
· It is hoped that a relaxed, enjoyable learning environment will be created.
How to Accomplish Evaluation?
· Although the teacher may never give a formal test, he assesses student learning all the time.
· Since teaching is subordinated to learning, the teacher must be responsive to immediate learning needs.
· The teacher’s silence frees him to attend to his students and to be aware of these needs.
The Syllabus
· Structural syllabus
· Language items
· The imperative
· Numeration and prepositions of location
· Vocabulary
Instructional Materials
· Color-coded pronunciation charts (fidel charts)
· Color-coded vocabulary wall charts
· Colored rods
· A pointer
· Reading/writing exercises
# They are used to illustrate the relationship between sound and meaning in the target language.
# They are designed for manipulation.
Types of Learning/Teaching Activities
· The teacher models a word, phrase or sentences and then elicits learner responses.
· Learners then go on to create their own utterances by putting together old and new information.
· Charts, rods and other aids may be used to elicit learner responses.
· Teacher modeling is minimal, although much of the activity may be teacher directed.
Principles
v Silence is a tool. It helps to foster autonomy, or the exercise of initiative. The teacher sould give only what help is necessary.
v Students need to develop their own inner criteria for correctness.
v Students should rely on each other and themselves. The teacher’s silence encourages group cooperation.
v The teacher works with the students, while the students work on the language. The teacher is responsible for creating an environment that encourages student risk taking and that facilitates learning. He is a neutral observer, neither pleased by correct performances nor discouraged by error.
v Errors are important and necessary to learning. They show the teacher where things are unclear.
v At the beginning, the teacher needs to look for progress, not perfection. Learning takes place in time. Students learn at different rates.
v Student should receive a great deal of practice without repetition.
v The elements of the language are introduced logically, expanding upon what students already know.
v The teacher can gain valuable information from student feedback. Students learn how to accept responsibilty for their own learning.
v Some learning takes place naturally as we sleep. Students will naturally work on the day’s lesson then.
v The stllabus is composed of linguistic structures.
v The skills of speaking, reading and writing reinforce one another.
# The teacher should give only what help is necessary;
· To observe their students at work in order to learn how to work with them.
· To evaluate progress from moment to moment.
· To provide non-repetitive and motivating practice.
· To provide meaning through direct perception, not through translation.
· To create a relaxed atmosphere of mutual coopeartion.
· To take into account studens’ individual needs and varying levels of competence.
