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CAL: Digests: Language Teaching Methodology (1898 words) |
 | The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. |
| The natural content for language educators is literature and language itself, and we are beginning to see a resurgence of interest in literature and in the topic of "language: the basic human technology" as sources of content in language teaching. |
| For language teachers, the results of such inquiries have led to conclusions that language teaching should center on these memorized lexical patterns and the ways they can be pieced together, along with the ways they vary and the situations in which they occur. |
| Milieu Language Teaching (2434 words) |
| One difference between incidental teaching (e.g., Hart and Risley, 1975) and the mand-model procedure is that, as originally conceived, incidental teaching is dependent upon the child's initiations; in the mand-model procedure the teacher or caregiver more directly controls the number of opportunities for the child to engage in the language interaction (Rogers-Warren and Warren, 1980). |
| Hart and Rogers-Warren (1978) have termed this approach "milieu language teaching." Kaiser (1993) defined milieu language teaching as "a naturalistic, conversation-based teaching procedure in which the child's interest in the environment is used as a basis for eliciting elaborated child communicative responses" (p. |
| Approaches such as incidental or milieu teaching typically work with the child in his or her natural setting (i.e., classroom or home) and usually follow the child's lead or interest, not in terms of language skill goals but in relation to toys and objects of interest to the child. |
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