He akoranga whakawhiti reoA communicative way of language

teaching

Research

• Ellis, Rod (2003). Task-based Language Learning and Teaching

• Instructed Second Language Acquisition: Case Studies (Ministry of Education, 2006)

• Newton, J., Yates, E., Shearn, S., and Nowitzki, W (in development, 2009) Intercultural Communicative Language Teaching: Implications for Effective Teaching and Learning

• Communicative Approach

“Wordle” of pp. 23-24 of The Curriculum Guidelines for Teaching and Learning Te Reo Māori

Key Messages• …engage in meaningful communication in te

reo Māori• …for a function other than language learning• …communicate real information• …for authentic reasons• …students as communicators• …encounter aspects of communication• …practise various aspects of communication

Requires learners to develop…• Sociolinguistic competence

o Sociolinguistic / Relationship between language and social and cultural factors

o…the ability to produce languageo…language that is appropriateo…appropriate in various social contextso…appropriate in various cultural contextso…and interacting with different kinds of people

Requires learners to develop…

• Strategic competence

o Strategic / Planned / Considered…o…the ability to sustain a conversationo…the ability to negotiate meaningo…the ability to repair breakdowns in

communication

Requires learners to develop…

• Discourse competence

o Discourse / Dialogue / Conversation…o…the ability to produce spoken languageo…the ability to produce written languageo…the ability to produce visual languageo…that are characteristic of te reo Māori

Teachers ensure that…

• te reo Māori is used as much as possible in the learning environment

• interactive, learner-centred tasks are central to the programme;• language structures are introduced and practised in meaningful

contexts• non-verbal aspects of communication are included in the

programme• students develop a range of different language learning

strategies;• students’ language learning strategies include strategies for

engaging with unfamiliar language• language is presented in a way that encourages students to look

for patterns and rules

Teachers encourage…

• speak as well as listen, and initiate communication as well as respond, focusing sometimes on fluency and sometimes on both fluency and accuracy

• work together in pairs and groups to share information and solve real-life or simulated problems

• engage with topics that are of genuine interest to them• communicate using appropriate body language, tone of voice,

and intonation and discuss the parallel features in written communication

• try out different language learning strategies, identifying those that are most useful for them

• use different strategies to work out the meanings of new words (for example, by considering the context or by using knowledge of the morphology of Māori words)

• search for patterns and rules in the language they encounter

Principles of 2LL

• Instructed Second Language Acquisition: Case Studies (Ministry of Education, 2006)

• Ten principles of effective language teaching• Four of which emphasise:– Formulaic Expressions– Input– Output– Interaction

Principles of 2LL1. Instruction needs to ensure that learners develop both a rich

repertoire of formulaic expressions and a rule-based competence.

2. Instruction needs to ensure that learners focus predominantly on meaning. 3. Instruction needs to ensure that learners also focus on form.4. Instruction needs to be predominantly directed at developing implicit knowledge of the

target language while not neglecting explicit knowledge.5. Instruction needs to take into account the learner’s “built-in syllabus”.

6. Successful instructed language learning requires extensive target language input.

7. Successful instructed language learning also requires opportunities for output.

8. The opportunity to interact in the target language is central to developing proficiency.

9. Instruction needs to take account of individual differences in learners.10. In assessing learners’ target language proficiency it is important to examine free as well as

controlled production.

INPUT – Vocabulary Strategy

• Input• Recognition• Discrimination• Production– Kōpaki– Kōpae– Rauemi