Metodika final exam. What is linguo-cultural teaching and learning?

The background of Silent Way.

This unconventional method was developed alongside Afro hairstyles and platform shoes back in the 1970s by mathematician (yes, we said mathematician) Caleb Gattegno. It was based upon ideas outlined in his book “Teaching Foreign Languages in Schools the Silent Way,” published in 1963. Like most cultural events of the 60s and 70s, it was a reaction to previous approaches and methods that were considered excessively rigid and constricting. The Chomskyan criticism of the theories upon which the audiolingual method was founded led to an interest in not only the affective factors but also in the cognitive factors. While Community Language Learning, drawing from Carl Roger’s philosophy, focused on the importance of the affect, new methods were developed in the 70s to highlight the cognitive domain in language learning. The Silent Way is one of these innovative methods.
In Fact, Caleb Gattegno, the founder of the Silent Way, devoted his thinking to the importance of problem solving approach in education. He contends that the method is constructivist and leads the learners to develop their own conceptual models of all the aspects of the language. The best way of achieving this is to help students to be experimental learners.
The basic method that underlies this approach is simple but potentially quite powerful: In contrast to traditional methods, the emphasis is on the student’s learning rather than the teacher’s teaching. In fact, it is not uncommon for the teacher to remain silent for parts of a lesson.
In the absence of the teacher dominating the lesson, the student takes an active role in the learning process, and their input guides the learning trajectory. The teacher redirects and corrects when necessary, but the teacher grants students greater autonomy and fosters the development of independent problem-solving skills.

82. 
    Main peculiarities of Silent Way method and its use in FLT.
    

In fact, if you examine the Silent Way closely, it does bear some resemblance to other more popular methods. Like TPR, it gets students moving, speaking and constructing meaning independently without textbooks and drills. Like with task-based language learning, the focus is taken away from learning language for its own sake, and instead becomes all about functionality and accomplishing a task together.
Basic Principles of the Silent Way: Teaching should be subordinated to learning Teaching should be subordinated to learning Learning is a process which we initiate by ourselves by mobilizing our inner resources (our perception, awareness, cognition, imagination, intuition, creativity, etc.) Learning is a process which we initiate by ourselves by mobilizing our inner resources (our perception, awareness, cognition, imagination, intuition, creativity, etc.) Creating new utterances Creating new utterances *Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. London: Oxford University Press,1992.
Principles: The teacher should start with something the students already know and build from that to the unknown. The teacher should start with something the students already know and build from that to the unknown. Language learners are intelligent and bring with them the experience of already learning a language. The teacher should give only what help is necessary. Language learners are intelligent and bring with them the experience of already learning a language. The teacher should give only what help is necessary.
S-T S-S Teacher is silent, but active. Teacher is silent, but active. She forces awareness She forces awareness She listens attentively to students’ speech She listens attentively to students’ speech She use nonverbal gestures and the tools. She uses nonverbal gestures and the tools. She gives clues. She gives clues. Student-student verbal interaction. Student-student verbal interaction. Encourage Encourage Teacher is silent. Teacher is silent