The Silent Way is a teaching method that considers learning to be a conscious, cognitive process. However, the Silent Way tries to involve the whole of the learner, considering cognitive and affective aspects. That is why Roslyn Young can conclude: “The Silent Way is usually considered to be one of the alternative or humanistic approaches to language teaching.”
Taking this into consideration, the question can be of interest whether the Silent Way is a method which can easily be used at a typical German grammar or comprehensive school. It seems obvious that there are several factors which prevent the method from being applied at German schools – other alternative methods such as Suggestopedia, Superlearning or the Birkenbihl Method cannot find their way into German classrooms either. Sometimes only small parts of the method are applied as in the case of Suggestopedia whose traces can be found in the way some texts are dealt with in modern text books such as the new Green Line books. Therefore, this paper will try to see whether the thesis that the Silent Way is not suitable for a typical German classroom will prove to be the result of a superficial prejudice or not. To achieve this aim, the paper will give a short overview over the method in a first step. Secondly, some aspects which seem to be important for the role the method could play at German schools will be considered: The roles of learners and teachers and especially the image of the ideal Silent Way learner will be concerned as well as the learning process in its various stages and aspects like group sizes or materials that are needed. The latter do also often prove to be of note in the decision for or against a method at school. Finally, those aspects will be evaluated in order to find out whether they support the thesis or not. Needless to say, there are essential differences within the German school system. Therefore, especially in this last point, the grammar schools of Saxony-Anhalt shall serve as representatives of the German system because this seems to be the most obvious solution for a paper written at Martin-Luther-University Halle-Wittenberg. As little has been written on this method and its implementation in Germany in general and Saxony-Anhalt in special, this approach seems to be the most recommendable one.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Analysis of the Silent Way
- The Method in a Nutshell
- Analysis of Certain Aspects of the Silent Way
- The Ideal Learner
- The Typical Silent Way Class
- The Silent Way Curriculum and the Learning Process
- Materials
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper analyzes the Silent Way language teaching method, examining its suitability for German classrooms. The main objective is to determine whether the method's principles and practices align with the realities of the German educational system, focusing on grammar schools in Saxony-Anhalt as a representative case study.
- The Silent Way's theoretical underpinnings within the Cognitive Approach.
- The role of the teacher and learner within the Silent Way methodology.
- The learning process and the development of inner criteria in the Silent Way.
- The practicality of implementing the Silent Way in a German classroom context.
- An evaluation of the method’s materials and suitability for German schools.
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This introductory chapter establishes the central paradox of the Silent Way – teaching language silently – and introduces Caleb Gattegno, the method's creator. It contrasts “methods” and “approaches” in language teaching, situating the Silent Way within the Cognitive Approach and differentiating it from behaviorist models. The chapter lays out the paper's aim: to analyze the Silent Way's feasibility within the German school system, particularly in Saxony-Anhalt, and highlights the scarcity of existing research on this topic in the German context. The chapter concludes by outlining the structure of the paper, which will involve an overview of the method followed by a detailed examination of key aspects impacting its potential implementation in German schools.
Analysis of the Silent Way: This chapter delves into the core principles and practices of the Silent Way. It begins by providing a concise overview of the method, emphasizing its reliance on conscious, cognitive learning processes driven by student output and minimal teacher input. The chapter stresses the importance of the learner's active role in hypothesis formation, rule deduction, and self-correction, aiming for the development of inner criteria for grammatical accuracy and autonomous language use. The chapter also explores the reasons for the teacher's relative silence, highlighting its role in fostering focused analysis by the students and creating an environment for self-directed learning. The chapter then moves on to a more detailed examination of specific aspects of the method (detailed in the following sub-chapters).
Schlüsselwörter (Keywords)
Silent Way, language teaching methodology, Cognitive Approach, German education, classroom implementation, learner autonomy, teacher role, materials, Saxony-Anhalt, grammatical accuracy, inner criteria.
FAQ: Analysis of the Silent Way Language Teaching Method in German Classrooms
What is the main focus of this paper?
This paper analyzes the Silent Way language teaching method and its suitability for German classrooms, specifically focusing on grammar schools in Saxony-Anhalt. The main objective is to determine if the method's principles and practices align with the realities of the German educational system.
What are the key themes explored in the paper?
The paper explores the Silent Way's theoretical underpinnings within the Cognitive Approach, the roles of teacher and learner, the learning process and development of inner criteria, the practicality of implementation in a German context, and an evaluation of the method's materials and suitability for German schools.
What is the Silent Way method, and how does it work?
The Silent Way is a language teaching method characterized by the teacher's relative silence, encouraging conscious, cognitive learning through student output and minimal teacher input. Learners actively form hypotheses, deduce rules, and self-correct, developing inner criteria for grammatical accuracy and autonomous language use.
What are the chapter summaries provided in the document?
The Introduction establishes the Silent Way's central paradox (teaching silently), introduces Caleb Gattegno, contrasts "methods" and "approaches," situates the Silent Way within the Cognitive Approach, and outlines the paper's aim and structure. The Analysis of the Silent Way chapter delves into the method's core principles and practices, emphasizing learner autonomy and the teacher's role in fostering focused analysis and self-directed learning.
What is the role of the teacher in the Silent Way method?
The teacher's role in the Silent Way is primarily to facilitate learning by providing minimal input and creating an environment conducive to self-directed learning. The teacher's relative silence encourages focused analysis by students and promotes the development of inner criteria for grammatical accuracy.
What is the role of the learner in the Silent Way method?
Learners play an active role in the Silent Way, forming hypotheses, deducing rules, and self-correcting. The method emphasizes learner autonomy and the development of inner criteria for grammatical accuracy and independent language use.
What are the key materials used in the Silent Way method?
The provided preview doesn't detail specific materials used, but it notes that the suitability of the materials for German schools is a key area of evaluation within the paper. Further details would be found in the full text.
Why is Saxony-Anhalt used as a case study?
Saxony-Anhalt is used as a representative case study to analyze the feasibility of implementing the Silent Way in a specific German educational context. The choice likely reflects the researchers' access to resources or the specific characteristics of the educational system in that region.
What are the keywords associated with this paper?
Keywords include Silent Way, language teaching methodology, Cognitive Approach, German education, classroom implementation, learner autonomy, teacher role, materials, Saxony-Anhalt, grammatical accuracy, and inner criteria.
Where can I find more information about the Silent Way method?
The full text of this research paper would provide a comprehensive analysis of the Silent Way method and its applicability to German classrooms. Additional information can likely be found through academic databases and literature searches on the Silent Way and Caleb Gattegno.
- Quote paper
- Peter Grube (Author), 2007, The silent way - A method for the german classroom?, Munich, GRIN Verlag, https://www.grin.com/document/84437
