1. Content-based, Task-based, & Participatory Approaches
Prepared by Doris Shih

2. Outline for Today Content-based instruction Scaffolding
Task-based instruction
Participatory approach
Activity Time

3. Content-based Instruction (1)
Use content from other disciplines in language teaching
“Language across curriculum” movement started in England 1970

4. Content-based Instruction (2)
Build on students’ previous knowledge
Students motivated to learn because of relevance
Teacher help to scaffold linguistic content
Language is learned best when used to deliver interesting information
Vocabs can be easily acquired with contextual cues

5. Content-based Instruction (3)
Teacher give examples & use comprehensive checks with authentic matters
Learners use authentic materials to practice language
Communicative competence = able to read, discuss, write about content of other fields

6. Scaffolding: Vocabulary act
Read the book The Giver by Lois Lowry
Let the learners take a look at the book
Pick out certain vocabularies/concepts
Let student figure out how to act the words or paragraph
Help students to build knowledge on words according to context

8. Task-based Instruction (1)
Teacher provides learners with a natural context for language use.
Activity has purpose and need outcome
Teacher go through a pre-task with students before they work individually
Teacher go through the task step-by-step
Level is i + 1

9. Task-based Instruction (2)
Teacher-student negotiation; ask for feedback
Teacher use language naturally without simplifying
Teacher repeat the correct form to reinforce
Students then complete a task in groups; practice authentic listening and speaking

10. Task-based Instruction (3)
Students receive feedback based on the content – completed task or not
Students have input to the design & way of completing the task

11. Participatory Approach (1)
Originated with the work of Paulo Freire
Started in 1980s
Versus content-based:
Similarity: work on meaningful contents
Difference: nature of content

12. Participatory Approach (2)
Goal: “is to help students to understand the social, historical, or cultural forces that affects their lives, and then to help empower students to take action and make decisions in order to gain control over their lives.” (p.150)
Teacher use contents relevant to students’ lives
Curriculum is the result of problem-posed process
Students are motivated; teacher is co-learner

13. Participatory Approach (3)
Students use their knowledge to act in the society
Language skills are taught to prompt action for change
Students create their own materials as text for others
Students get to evaluate themselves

14. Activity Time:Vocab. Act
Patriotic
Dwelling
Overwhelming
Anxious
Rituals

15. References
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. 2nd ed. Oxford, England: Oxford University Press.