1. Task-Based Learning (TBL).
Task-Based learning of languages (TBL) is currently attracting a lot of attention. It was popularized by N.S. Prabhu in the 1980s and it formed the basis of his Second Language Pedagogy. The common idea of this approach was that giving learners tasks to transact, rather than items to learn, provides an environment which best promotes the natural language learning process.
This way, it offered an alternative for language teachers. The lesson was based around the completion of a central task and the language studied was determined by what happens as the students complete it; but always following certain stages: pre-task, task, planning, report, analysis, practice. Moreover, it was a strong communicative approach where students spent a lot of time communicating.
This approach focused on the input the students receive and the cognitive processing which they require to carry out. The best activities were “reasoning-gap” activities, which involve deriving new information from given information through processes of deduction, reasoning, etc. This way, the students were free of language control, as they used all their language resources rather than just practice one pre-selected item. However, TBL should be monitored by the teacher in all the stages as students can create incorrect structures.
2. Content-Based Instruction (CBI).
Content-Based Instruction (CBI) was built on the principles of Communicative Language Teaching, and it was based in two principles: classroom needs to be filled with real and meaningful communication where information is exchanged; and people learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in it.
This way, teaching was organized around the content or information that students will acquire. The focus of a CBI lesson was on the topic or subject matter, and during the lesson, students were made to focus on learning about something. They learnt about this subject using the language they were trying to learn as a tool for developing knowledge, so they developed their linguistic ability in the target language. For that it was important that the students were at a language level which is close enough to comprehend.
3. Content and Language Integrated Learning (CLIL).
Content and Language Integrated Learning (CLIL) is one of the most popular terms in the European educational context. It refers to the use of a second or foreign language as a vehicle to learn the content of a school subject, more specifically, a non-linguistic subject.
On the same, language is seen as an instrument to learn the content of a subject in the school, and the focus is on meaning rather than on form, that is, structures, functions or rules of grammar. The language is learnt in a natural way in the classroom setting where there is a real purpose: to acquire the subject knowledge, relating learning and language learning to the real world, and preparing students for living in a global and multilingual society. The learner becomes the center of the class and the teacher adopts the figure of the donor of knowledge.
It was really interesting to learn about these different methodologies in this entry and in the last ones as well. I consider them to be very useful and important to use in class so the students can be interested and be involved during the lessons and not get bored. Thank you!!