The role of the teacher is that of technician or engineer. Students are encouraged to actively explore the language, and to develop their own 'inner criteria' as to what is linguistically acceptable. In order to help them achieve this, teachers emphasize self-reliance. An important part of this ability is being able to use the language for self-expression students should be able to express their thoughts, feelings, and needs in the target language. The general goal of the Silent Way is to help beginning-level students gain basic fluency in the target language, with the ultimate aim being near-native language proficiency and good pronunciation. These principles situate the Silent Way in the tradition of discovery learning, that sees learning as a creative problem-solving activity. The teacher must not interfere with the learning process.In learning, learners draw on everything that they already know, especially their native language.
#PROCESSES PRONUNCIATION AS PROCESS IZ TRIAL#
#PROCESSES PRONUNCIATION AS PROCESS IZ HOW TO#
Teachers should concentrate on how students learn, not on how to teach.The Silent Way was conceived as a special case of Gattegno's broader educational principles, which he had developed to solve general problems in learning, and which he had previously applied to the teaching of mathematics and of spelling in the mother tongue. He felt that linguistic studies "may be a specialization, carry with them a narrow opening of one's sensitivity and perhaps serve very little towards the broad end in mind". Gattegno was openly sceptical of the role the linguistic theory of his time had in language teaching. He was previously a designer of mathematics and reading programmes, and the use of color charts and colored Cuisenaire rods in the Silent Way grew directly out of this experience. The book conspicuously lacked the names of most prominent language educators and linguists of the time, and for the decade following its publication Gattegno's works were only rarely cited in language education books and journals. Gattegno was an outsider to language education when Teaching Foreign Languages in Schools was first published in 1963. While the Silent Way is not widely used in its original form, its ideas have been influential, especially in the teaching of pronunciation.Ĭaleb Gattegno, creator of the Silent Way.
The method also draws on color associations to help teach pronunciation there is a sound-color chart which is used to teach the language sounds, colored word charts which are used for work on sentences, and colored Fidel charts which are used to teach spelling. One of the hallmarks of the Silent Way is the use of Cuisenaire rods, which can be used for anything from introducing simple commands ("Take two red rods and give them to her.") to representing objects such as clocks and floor plans. Evaluation is carried out by observation, and the teacher may never set a formal test.
Translation and rote repetition are avoided, and the language is usually practiced in meaningful contexts. The Silent Way uses a structural syllabus and concentrates on teaching a small number of functional and versatile words. Pronunciation is seen as fundamental to the method, with a great deal of time spent on it each lesson. Silence is used as a tool to achieve this goal the teacher uses a mixture of silence and gestures to focus students' attention, to elicit responses from them, and to encourage them to correct their own errors. The method emphasizes learner autonomy and active student participation. It is usually regarded as an "alternative" language-teaching method Cook groups it under "other styles", Richards groups it under "alternative approaches and methods" and Jin & Cortazzi group it under "Humanistic or Alternative Approaches".
Gattegno was critical of mainstream language education at the time, and he based the method on his general theories of education rather than on existing language pedagogy. Gattegno introduced the method in 1963, in his book Teaching Foreign Languages in Schools: The Silent Way. The Silent Way is a language-teaching approach created by Caleb Gattegno that makes extensive use of silence as a teaching method. A Silent Way classroom with teacher and students working on English
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