Storia della teologia. Età medievale by A cura di Giulio D'Onofrio

By A cura di Giulio D'Onofrio

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Indeed, the Direct Method, the Audiolingual Method, and others are still practiced today in different contexts. As an advocate of finding out what works best for students, I can certainly understand why, for example, a student who is interested in language translation may find the Grammar-Translation Method appropriate for his or her needs. However, as an adherent of the psychosociolinguistic orientation by and large, I find that there are a variety of tasks, activities, and techniques that can be utilized from any number of methods, so long as they adhere to the ultimate aims of what your students hope to gain by learning the language.

Then, compare your ranking with a couple of classmates sitting around you. In small groups of three to four people, group and label the various factors into categories by shared traits. Share these categories with the other groups. T ry to put yourself in the place of a second language learner. Would you expect to have any apprehensions? Imagine that you don’t speak the language of the teacher. Suppose you realize that your level of proficiency will prohibit your comprehension for the rest of the period and, quite possibly, for the first couple of days or weeks of the class.

It is your job to help them become partners in the classroom. You should not scold students for their apparent inability to engage a participatory approach immediately, then; remember that they are only responding to years of exposure to a particular way of doing things. If you are to foster an educational process that truly leads to the eventual transformation of society toward social justice for all, you must begin in the classroom by raising students’ awareness, initiating their move away from merely receiving education to actually engaging in the process.

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