The Silent Way

The Silent Way 

The Silent Way was introduced after the criticism of using Audio-Lingual Teaching Methodology

Main Problems of ALM 

•  Students inability to readily transfer the habits as they have learn to communicate in the classroom

•  Idea that learning a language as a formation of habit was challenged in 1960s. This is related to the Chomsky’s view on Language Acquisition. He further argued that language acquisition couldn’t be seen as ‘habit formation’.

•  Chomsky proposed that speakers have the knowledge of underlying abstract rules, that makes the to understand and create novel utterances

•  Rule formation

• People use their ‘cognition skills’ to discover the rules of language

                                                      

Background of this methodology

The Silent Way, a method of language teaching introduced by Caleb Gattegno. Gattergno name is well known for his interest in using coloured wooden sticks called the cuisenaire rods and for his series Words in Colour, a way to the teaching of initial reading in which sounds are coded by definite colours. His materials are copyrighted and marketed through an organisation named "Educational Solutions Inc, in New York.  The Silent way represents Gattegno's venture into the field of foreign language teaching. It refers to the methodology of teaching language based on the idea that teachers should be silent in the classroom, but students should be encourages to speak as much as possible. 

The silent way shares a great deal with other learning theories and educational philosophies. Below, is the three basic principles underlying Gattegno's work: 

1.   Learners are trained to be autonomous learners

2.   The learner needs to discover or create

3.   Learning is made easier with the use of physical objects such as Cuisenaire rods

4.   Learning is made easier by problem-solving using the target language 

5.   Teacher should be subordinated to learning(Freeman, 1993). 

Based on the fourth principle, Gattegno believed that when teachers teach means they serve the learning process rather than control it. This principle is in keeping with the active search for rules ascribed to the students in the Cognitive Code Approach. The Silent way viewed learning as a problem solving, creative, discovering activity which learners seen as 'actors' 

Learning Theory

Cognitive Psychology is the basis. Language learning is a rule formation. Language learning has a sequence from the known to the unknown. Students convince the rules from examples and the languages they are exposed to, so learning is seen as 'inductive'. 

  Language Theory 

Language of the whole share a number of features. For instance, every language uses subject, object, adjectives, verbs, adverbs, and etc. Therefore, each language is unique. Language is for self-expression( feelings, ideas, thoughts). "Cognitive Coding" helps students to learn the language. Colour Rods and Fidel Charts is for cognitive code

    Culture

Culture is an inseparable part of language. Language reflects culture. Everyday art, literature, and life should be learnt 

Goals of the teacher 

•    Student will use language as a means  for self-expression 
•    Students need to learn to be independent from the teacher and to enhance their own inner criteria for self-correctness
•    Students are seen as 'autonomous learners'

Teacher's Role

The teacher is an engineer or a technician who facilitates learning. Only students can do learning. The teacher is aware of what students already know and he/she can decide the next step. The teacher is silent. Silence is a tool because the teachers are silent and that gives the responsibility to the student. Besides, teacher’s silence helps students monitor themselves and improve their own inner criteria.

There is a phrase ‘Only the student can do the learning, but the teacher can provide any help needed by the student’

This means that it focus mainly on students’ perceptions, distribute exercises to assure their facility with language

Students’ Role

Students should make use of what they already know. They are responsible for their own learning. They actively take part in exploring the language. Students are able to free themselves of any obstacles that would interfere with giving their full attention to the learning task

 The teacher works with the students, while students work on the language. St-st interaction is important. Sts can learn from each other.

 Nature of Interactions

1)   Student-Teacher Interaction

o  Teacher is silent

o  He is still a) very active, b) listen attentively to students speech, and c) silently working with them on production through non- verbal gestures

2)   Student-Student Interaction

o  Student- Student verbal interaction desirable and encouraged. Teacher uses one way to remain silent

Vocabulary and Grammar Teaching

·      Vocabulary is taught using visual aids and word charts. Word charts always recycle vocabulary. It was restricted at the beginning

·      There is a focus on the language structures although explicit grammar rules are never given

Characteristics of Teaching and Learning Process

·      With using Sound Colour Charts, students would begin their study through basic blocks

·      Sounds are introduced through language specific sound- colour charts

·      Rely on what students have already known from acquiring the basic knowledge of their native language, teachers lead their students to associate the sounds of TL with particular colours

·      These same colours are used to help students to gauge their spellings that corresponds to the sounds, how to read and pronounce the word correctly

·      Teacher often asks students to describe reactions/thoughts/feelings on the lesson they have learned.

Materials

1)    Sound Colour Charts

To teach pronunciation, one colour represents one sound in the target language.

2)    Colour Rods

Cognitive coding of grammatical patterns

3)    Fidel Charts

Used for sound spelling association

Error Correction

•  Errors are inevitable. The teacher uses students’ errors to decide where further work is necessary. Self-correction is vital for students to develop their inner criteria and to compare their own production

•  If students does not know how to self-correct, the teacher will provide the correct language, but only to the last resort.

•  Errors could also be corrected among peers, but it should be in a co-operative manner

Students’ feelings

Teacher observes the students. When feelings start to interfere with students, teacher tries to help students to overcome those feelings. During the feedback sessions, students were given an opportunity to express their feelings like their fears, what their thoughts on their classes, and learning a foreign language in terms of wants and needs. Because students are encouraged through each lesson to cooperate with one another, it hoped that a relaxed and enjoyable classroom-learning environment created(Freeman, 1993).

Areas of Language and Language Skills emphasized

i)              Pronunciation is worked from the beginning

ii)             It is vital for students to grasp the melody of language

iii)           There is also a focus on the language structures, although no explicit grammar rules

iv)           Vocabulary is restricted at first

v)            There is no fixed, linear, structural syllabus. First, the teacher starts with what the students know and build from one structure to the next.

vi)           Previously introduced structures are continually being recycled, when students repertoire is expanded The syllabus develops according to their needs of the students

vii)         The language skills are being reinforced, during learning

Out of all these explanations above, we might think how teachers evaluate students learning by using this method?

ü Although the teacher may never give a formal test, he assesses and monitors students learning of all time. One criterion of whether students have or have not learned is dependent on their ability to transfer what they have been studying in new contexts.

ü The teacher does not praise or criticize student behaviour since this will interfere with students developing their own inner criteria. He expects students to learn at different rates and looks for students steady progress

Techniques of the ‘Silent Way’

Sound Chart Colours (blocks of colour, each block represent the sound in the target language)

§  The teacher, followed later by students points to the blocks of colour on the chart to form syllables, words and sentences

§  The advantages of this chart as it enable students to produce sound combinations in the target language without repetition.

§  It helps draw students’ attention and allows them to focus on the TL, not the teacher.

§  When a particular sound contrast is new for students and they can perceive the sounds of the two they are producing, the sound- colour chart can be used to give them feedback on which sounds they are making.

Teacher’s silence

§  The teacher provide as much help, then silence

§  The teacher sets up an unambiguous situation, puts a language structure into circulation (e.g. Take a _______ rod), then its silence. 

Peer correction

• Students are encouraged to help  their peers when he or she is experiencing difficulty 
• Offer help in a cooperative manner
• Even in error correction, the teacher will only supply a verbal answer as a last resort 

Rods

Advantages:

§  Rods can be used to provide situations for any language structure, to introduce it, or to enable students to practice it

§  Trigger meaning: Situations when creating rods in such a way that makes meaning very clear, and there is a connection between language and meaning

§  At the beginning stage, rods can be used to teach colours and numbers. Later on, it this material can be used for more complicated structures

§  With using this method, some teachers will put the rods down in a line on the desk, using a different rod to represent each word in a sentence. By pointing to each rod in turn, while teacher remains silent, teacher will elicit the sentence from students and he will also make concrete to students aspects of structures. E.g invert the subject and auxiliary verb in forming questions

§  Allows students creativity and imagination

Word charts

Teacher and then students points to the words on the wall charts in a sequence, so that they can read aloud the sentences they have spoken. The way the letters are coloured helps them to improve their pronunciation. There are 12 English Charts that has 500 words. The chart also included functional English vocabulary. Students also uses pictures and books to expand their vocabulary level and facility with language

Fidel Charts

The teacher and then students point to the colour-coded. This chart teaches students to associate the sounds of the language with their spellings.

Example: listed together and coloured the same as the color block for the sound /ey/ are ay,ea,ei,eigh,etc, showing that all ways of spelling the /ey// sound in English (for instance in the words ‘say’, ‘steak’, ‘veil’, and ‘weigh’)

Structured Feedback

Students are welcome to observe the lessons and reflect what they have learned. The teacher will accept students’ comments in a non-defensive manner. The length and frequency of feedback sessions is really depends on the teacher and the class. Students will be independent.

http://youtu.be/sshhHFWwukM

This YouTube video shows the teacher named Don Cherry, where he uses the Silent Way method, which enable students construct their learning at their own pace. That is, teacher’s silence provides the cognitive and affective opportunity for students to be responsible towards their learning.

Don Cherry mentioned a silent method activity can be fun for students, by creating low affective filters in the  classroom environment. I agree with him because the "Silent Way" method centre on the students personal where they are allow to give their opinions, to discover the materials/lesson at their own pace. Although it is seen as student centered, it is however a grammar oriented method, where it adopts highly structural approach with language taught through sentences in a sequence based on grammatical complexity, which described as "building-block" approach. The rules of grammar are learned inductively by the students themselves. 

Reflection

Overall, I think the Silent Way is an unusual approach and it really provides opportunity for students to express what they are feeling and ask questions in their native language if their English is not proficient. It helps them to construct their own learning and explore at their own pace. Frequent feedback is part of this approach to make learners aware of their learning and teachers will speak the students. But there are some limitations to some students who may find themselves unable or might feel uncomfortable in getting to express their thoughts as the teacher is silent and I think the materials such as rods and the charts will fail in certain aspects such as introducing all aspects of language. As I mentioned in my previous post, it is up to the teachers to decide to use which methodology they think it is appropriate for their lessons or  a better way of using more than just one methodology. When teaching and learning changes according to the classroom setting, teachers are able to meet the needs of the students

References 

Larsen-Freeman, D. (1993). Techniques and Principles in Language Teaching. Hong Kong: Oxford University Press