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Date Posted: 17:21:42 07/04/03 Fri
Author: Maria Isabel de Avila Martins
Subject: 9th. Class - TBL

Vera,
Me desculpe utilizar deste espaço para me comunicar com voce, porem, apesar de voce ter me recadastrado no seu e-mail, no nosso ultimo encontro, continuo nao recebendo seus e-mails. Mais uma vez, meu e-mail eh: avila_isabel@hotmail.com, ok?
Bem, mas o que preciso explicar eh o que aconteceu comigo com relaçao a nossa 9ª aula: No dia 27/06/03 acessei o task da semana Jun 30th.-Jul.4th. e estava escrito:
Nineth Class - June 30th. to Jul 4th, THE CLASSROOM. Achei estranho pois o titulo desta aula no seu schedule era Task-based approach. Tudo bem, poderia ter sido engano seu, mesmo porque os dois textos que voce deu como referencia eram relacionados a TB approach. Bem, ao fazer o meu texto senti falta de algo mais para dizer sobre TBL. Quando hoje, fui envia-lo para voce, acessei a 9a. aula outra vez e me deparei com muito mais textos para referencia de leitura e o titulo ja estava consertado e tambem o corpo da aula. Isso tudo eu tenho impresso se voce precisar de checar o que eu estou falando. Gostaria de saber se voce quer que eu refaça meu texto. Talvez eu possa complementa-lo com a leitura dos outros textos.
Bem, entao o texto que se segue foi feito com o que acessei na internet no dia 27/06 (quando enviava a 8a. aula). Se voce nao conseguir falar comigo pelo e-mail, meu telefone eh: 3334.6583 ou 8826.2083.
Um abraço,

Content-Centered Language Learning
9th. Class



Just as there is one set of ideal teaching materials, so there no universal teaching method suited to the many contexts of language learning.... The most effective programs will be those that involve the whole learner in the experience of language as a network of relations between people, things, and events. The balance of features in a curriculum will and should vary from one program to the next, depending on the particular learning context of which it is a part.

S. Savignon, 1983

According to Krashen (1982) a second language is better acquired when it focus on meaning rather than form, when language input is above the learner's proficiency and when learners can practice the meaningful use of language in an environment that does no let them feel anxious and stressed.
One effective meaningful use of the language is the academic content. Cognitive academic language proficiency and basic interpersonal communication skills are both important to the second language learner if he/she is to succeed in an academic environment. Integrated language and content instruction allows students to continue their academic or cognitive development, acquiring a second language proficiency simultaneously. Teachers of ESL and foreign languages can teach the target language through basic academic content using a variety of methods and activities. Those methods and techniques are used to retain attention from the student to contribute to content learning and to develop students abstract thinking and problem solving. The activities must make greater and greater cognitive demands upon the students in order that they may gain academic competence.
Four teaching methods, among others, are used in content-centered second language teaching :
Cooperative learning: Students can make substancial strides in communicative and academic competence through cooperative efforts. Students help one another within groups in an effort to reach goals. In cooperative learning there is an interdependence established among the students in each group as they strive for the achievement of the group objectives. It encourages students to communicate and construct knowledge. One drawback though, would be the possibility of early fossilization.
Whole language: It integrates the four skills areas as they flow with the students'needs and interests. Integrating listening, speaking, reading and writing should focus on meaning and should come as naturally for the teacher as it does for the students.
Graphic organizers: It increases retention once it enables students to organize information obtained from written or oral texts and develop reading strategies.
Task-based learning (TBL): It helps students to process the target language more naturally. It focus primaraly in the task itself. Language will be only a "tool" which students will use to perform the task. The activities create a need to learn and use language; and they must reflect real life. The tasks bring the opportunity for language acquisition. Fluency is provided by the task and accuracy provided by the task feedback.
The TBL method is organized in three stages: the first one is the introduction to the topic and task to be performed as a pre-task activity; the second one is the task cycle itself, which engages task,planning and report; and the third stage is the feedback.
For all the methods mentioned above, concerning a content-centered language learning, it is relevant to highlight the importance of exposing the students in a "sheltered" setting to the relevant content to an academic environment.

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