The Silent Way

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 (2^nd 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.