The
Silent Way*
English
Skill Level :Beginning
to Intermediate
Grade Level :
Elementary to Adult
BACKGROUND
The Silent Way, developed in the 1960s by
Caleb Gattegno, is grounded in the belief that students should learn
independently of the teacher. Gattegno proposed that students would learn
better if they developed personal responsibility for their own learning. Thus,
for much of the lesson, the teacher remains silent. Teaching is viewed as
subordinate to learning. Students are encouraged to work with one another to
figure out meaning. Students are introduced to new material once through the
use of Cuisinare rods (small colored rods of varying lengths) and a series of
wall charts. After the teacher introduces the material, it is up to the
students to determine what they need to learn and independently work toward
their academic goals. Certain aspect of this approach, such as the use of
Cuisinare rods and developing student independence, continue to be used.
However, this approach alone is rarely used it is not practical within the
classroom, and students need and desire more teacher input.
STRATEGY
1. The teacher introduces a discrete sound or structure by pointing at
Silent Way charts or by using Cuisinare Rods to demonstrate a structure or
grammar point
2. Students then figure out what they are learning and reproduce the sound
or structure
3. Between activities or sessions, students may ask questions of the
teacher.
4. The teacher then introduces another discrete sound or structure in the
same manner.
5. Students again figure out the meaning and reproduce the sound or
structure.
6. As time goes on, students are ideally able to combine discrete sound or
structure to create longer strings of language.
STRENGTHS
·
Students are in an environment that
encourages independence.
WEAKNESESS
·
Some students may need more teacher input
that what is provided through this method
·
Language isn’t learned as a whole nor is it
authentic
·
Teachers must have access to materials and
to the system
FURTHER READING
Stevick, E
(1980). One way of teaching: the silent way. In Teaching languages: a way
and ways (pp. 37-84). Boston: Heinle & Heinle. The silent way is only
one of many strategy discussed for languages teachers.
Richards, J.
C., & Rodgers, T. S. (2001). The silent way. In approaches and methods
in language teaching (2nd ed., pp. 81-89). Cambridge, England:
Cambridge University Press. A collection of strategies and techniques are
included in this work for teachers of language.
*) From A Kaleidoscope of Models and
Strategies for Teaching English to Speakers of Other Languages by Deborah
L. Norland, Ph.D. and Terry Pruett-Said. Westport, CT: Libraries
Unlimited/Teacher Ideas Press. Copyright © 2006.
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