My teaching approach
Cockney-tive (Cognitive) Approach
Cockney-tive (Cognitive) approach is designed to teach English as a
foreign language, this method is purely aimed at intermediate (P3)
level students and who are able
to express themselves.
This essay will compare
and contrast four different teaching methods such as Caleb Gattegno's
'The Silent Way', Georgi Lozanor's 'Suggestopida' and the
'Communicative Approach' which has been around since the 70s and the
early 80s these methods have been around for many years, the fourth
method is Karyn Bailey's (that's me) 'The Cockney-tive (Cognitive)
Approach'. Each of these methods will be assessed in accordance to
the following themes:
In order for students to
have a successful second language communication students have to
develop their Receptive skills i.e. Reading and Listening and their
develop their Productive skills i.e. Speaking and Writing.
is a “system” that has been developed by the student who is
learning a second language and has not yet become fully proficient
but uses the target language imprecisely i.e. preserving some
features of their native language, or overgeneralising target
language rules in speaking or writing the target language.
syllabus is a summary of what will be covered in a course of study,
an example an language teacher would design a syllabus around
the order in which grammatical items are introduced an example
starting with 'present simple' then 'past simple', then 'present
perfect' and so on.
Teacher's role has a number of dynamic functions, The role usually
entails the relationship between the teacher and student, for
instance a teacher's role can be seen an assessor,
a form of resource,
an agony aunt,
Use of Material:
The way in which the
content of the material and how the material is used to aid the
technique is used to practice a new language. It involves the teacher
modelling a word and the students would repeat. This allows the
students the opportunity to practice pronunciation in a
Appropriate: Is the
material and activity appropriate and relevant to the age group of
order to understand the differences between the students’ levels of
production, we have to consider two main skills in
language mastery: understanding and speaking. The proportion between
these two skills will give us their level of proficiency.
Language Acquisition (SLA) is used to describe learning a second
language. It is a process which we learn or pick up a second
language, this process is called a subconscious process which happens
while we focus on communication.
common ground that all these methods possesses is to find the best
way to teach English as a foreign language. The
first method to be looked at is called 'The Silent Way', it was
created by Caleb Gattegno in 1963. The characteristic of this method
is for the teacher to be silent through out (dedicated to Student
Talking Time) method, it also allows the student to correct themselves and self-monitor therefore allowing the students to gain fluency in
the language and thus not allowing them to return to their native
key factors used in this method are the use of material- the colour
sound chart, this method could be taught at a P3 level in order for
this method to work the students will have to have some basic
knowledge of the structure of the English language, this method is
appropriate for any age group.
negative aspects of this method is the lack of verbal instructions
given to the students and no correction is given when mistakes are
made by the students. Praises or criticism isn't an important factor
within this method which is a negative aspect because when teaching
students, praises and criticism boosts the student's confidence and
that is a key factor in any form of teaching.
second method is called 'Suggestopida' which was developed by Caleb
Gattegno and Georgi Lozanor in 1970, this method was developed to aid
students in eliminating the negative feeling that they cannot be
successful at language-learning. The 'Suggestopida' method uses two
planes which the communication takes place, the first plane is the
conscious-ness – this is where the learner attends to the language
and the second plane uses the fine
arts such as music, art, drama, and classical paintings reach the
subconscious-ness of the students therefore making learning easy and
key factors in this method is the productive skills (listening and
reading), it also can be used at an intermediate level where
students have a good understanding of the English language. The
material used is appropriate for the level of knowledge of the
students and the activity in hand, also second language acquisition
is present in this method, the negative aspect of this method is that
it translates the material that the teacher uses to make it clearer.
penultimate method was created since 1970s and the early 1980's and
is called the 'Communicative Approach', the teaching strategy of the
Communicative Approach is the idea of a task.
The Communicative Task consists of a goal,
input from students
and an activity.
In order for the students
to successfully learn the language, real life situations are used
which allows the student to use their natural instincts for language
acquisition allowing them to use the language, this type of method
develops both the productive and receptive skills,as a natural
development of communication trial and error is tolerated. The
material used by the teacher is authentic and the role of the teacher
is to facilitate and monitor rather than leading the class.
The last method was
created by myself called the 'Cockney-tive (Cognitive) Method', this
method was created for students at an intermediate (P3) level. The
structured and engaging syllabus will focus the students on the
process of communication and learning through the steps of language,
task-based and will be learner-centred.
important for the students is to learn and retain, therefore a
teacher's role is to use the PPP method (Present, Practice and
presentation phase usually consists of two steps: an introductory
activity such as a warm-up or a lead-in, which is an activity
intended to raise students’ interest in the topic; and an
introduction of the target language.
the practice stage, the focus is on form. The teacher provides
opportunities for students to practise the learnt items in a
controlled way. This is a chance for the students to use what they
have learnt, the students are monitored and correction is given in a
form of a feedback so not to deflate the student's confidence.
production stage focuses on fluency and provides students with an
opportunity to personalise the language learnt by doing less
controlled tasks, that is, by using their own ideas, this method
allows students to use their receptive and productive skills.
two learning styles for this method are:
style of learning – There will be coloured coded words to help the
students gain understanding of word usage and sentence structure,
there will also be use of symbols and illustrations to help student
associate images and words, this style of learning will students
– This stye of learning will build on the student's productive
skills, the kinaesthetic style of learning would be done through
activities to i.e. putting the target language for that lesson into
practice, this way the target language will be drilling and
repetition and thus student will achieve Second Language Acquisition
but in the unconventional way.
The research done on the 3
methods Caleb Gattegno's 1963 'The Silent way', Georgi Lozanor and
Caleb Gattegno's 1970 'Suggestopida' and the 'Creative Approach' 1970
and early 1980's, all hold common ground when it comes to Teaching
English as a Foreign Language.
In the 'Silent Way' the
use of colour coded word I find very useful as I am a visual person
when it comes to learning, the aspect I would
take from this method is the use of colour coded words to help
students understand sentence structure and the use of words.The
negative aspect about this method is the fact the teacher is silent
for such such a long time, for students that can be very off-putting
especially if the student lacks confidence in learning a new
language, this method on the other hand would work well if you were
to use it as part of an activity teaching children.
The 'Suggestopida' method
I feel that the part of this method that works is the elimination of
negative barrier towards learning as it is the most important factor
when learning or teaching, what I also liked about this method is the
was the use of conscious-ness and subconscious to aid the students
last method the 'Communicative Approach' this method I find very
useful as it makes learning fun, active and it keeps the students
motivated with this approach as they have an interest in what is
being communicated as the lesson is topic or themed based. Also the
use of authentic material keeps the lesson fresh and for the teacher
teaching it motivated in sense that they would get bored teaching the
same material, so because the material is fresh it's keep the teacher
motivated to teach and the student motived by the fact the teacher is
motivated to teach.
'Cockney-tive (Cognitive) method was created from personal experience
of being taught as a child and aspects of the 3 method above have
been taken to help make the 'Cockney-tive (Cognitive) Method' a
method that can be use with any age group.
child I had a lot of fear when it came to learning as I was a slow
learner but thinking back, the teacher was not good at explaining
things or breaking down explanations into their simplest form and
there was also a lack of patience. There are mini warm up activities
where the teacher
has to take part, this allows the student to relax, open up to the
teacher and to eliminate any form of negativity.
a visual learner and I remember certain information in a coloured
coded fashion an example, I a learning Spanish and in order for me to
learn words that has masculine noun or ending I write in blue and
words that has a feminine noun or endings I write in pink and so on.
I use this in my method as I find it aids student when they are
constructing a sentence.
real life situations I feel helps to set the learner up for using
their skill in the big wide world, an example when I had my driving
lessons, all my lessons took place on the actual roads of London
which enabled me to understand in order to drive at 30 mph would be
that you are driving in area where is build up or residential. If
this explanation was taught to me any other way I wouldn't have
understood but because a real situation was used I was able to see
the consequences of when you do or don't drive at 30 mph in a build
up or residential area.
method is made to make learning a new language fun, easy and to set
the students up for using their newly acquired language in the big