Phase 2 – Scenario 1
Luna Isabel Diazgranados Granados
518005_8
Universidad Nacional Abierta y a Distancia
School of Education
Bachelor of English as a Foreign Language
Methodology in Foreign Language Teaching
Tutor: Luisa Cano
March 20, 2022
Step 2: School Characterization
Name of the school or
IED Rural de Tasajera
scenario
The approach applied
Constructivism
(Humanism, constructivism,
behaviorism)
School location. (Urban or
Rural
rural)
Type of school. (Public or
Public
rural)
School level. (Elementary or
High school
high school)
Does the school offer virtual
Face-to-face classes
or face-to-face classes? (In
case to be virtual, name the
strategies and tools used for
these classes)
Economic stratification of the 1 low-low
students
The audiovisual aids in the
school. (Video beam,
computers, English lab…)
Computers, tablets and one video beam
The school year of the course
8th – 7th – 6th-
(First grade, second grade…)
The number of students in
6.1: 46
the course.
6.2: 48
7.1: 43
7.2: 41
8.1: 34
8.2: 34
8.3: 26
The English level of the
A1
students in the course. (A1,
A2, B1, B2)
English subject methodology.
Direct method and Grammar- translation method
(Direct Method,
Communicative Method,
Natural Method)
The number of hours of
3 hours per grade
English classes per week.
Name, email, and phone or
Alexandra Pérez Acuña
skype user of your assigned
[email protected]
teacher.
304 6107603
Step 3: Comparative Chart
Differences and similarities
In the English language these terms are synonymous. However, in the teaching field they tend
to have a different meaning.
According to Richards & Rogers, 2001, p.19
a method is a “set of derived procedures for
teaching a language”.
The method is the practical implementation of
Method
an approach, being the procedures chosen by
the teacher to enhance the learning-teaching
process, it also refers to the process of
following step by step guidelines. It is
decided after choosing an approach and
a general plan for the orderly presentation of
linguistic material (Anthony, 1963).
Regarding the teaching method, according to
(Reguig, 2018) “Refers to how you apply
your answers from the questions stated in
Teaching Approaches to your day-to-day
instruction in front of your students.”
According to RHALMI, 2018 an approach
“represents the sum of our philosophy about
both the theory of language and the theory of
learning.”
Approach
According to Richards & Rogers, 2001, p.18
an approach is “a set of general principles and
theories about how languages are learned,
language knowledge is represented, organized
in memory and how the language itself is
structured”.
Taking that into account, an approach to
language teaching is a set of assumptions
which deal with the nature of the language, its
teaching and learning, being a systematic
means of arriving at the language.
Specifies the direction of the angle, the
theoretical framework and it must be decided
before selecting a method.
The practices and behaviors needed to operate
in teaching a language and that all procedures
rely on are called techniques. According to
(Egbetade, 2017), techniques are precise
strategies, concrete tricks or tested and trusted
tips designed to help the teacher reach his/her
Technique
goals. “It could be in form of an exercise or
just any activity that you have to do to
complete your mission.”
Unlike the methods, the techniques are
implementational which means they are “the
actual moment-to-moment classroom steps
that lead to a specified outcome.” RHALMI,
2018.
According to Richards & Rogers, 2001, p.31,
a procedure involves “the actual moment toProcedure
moment techniques, practices, and behaviors
that operate in teaching a language according
to a particular method”. Which means it is an
ordered sequence of techniques, being step by
step to implement a method. According to
Harmer 2001, p.62 a procedure is “smaller
than a method, it is bigger than a technique”.
Is the definition of linguistic content,
specification of selection and organization of
the material as well as the description of
teacher and students’ roles.
It deliberates on issues such as “the objectives
Design
of a method, how language content is selected
and organized within the method, the types of
learning tasks and teaching activities
advocated by the method, the roles of
learners, teachers and the role of teaching
materials” Richards & Rogers, 2001, p.24
E-portfolio
Link: https://drive.google.com/drive/folders/15G-GR4qHlj6Qwd4i7yUS1R1Tgr_ln8OW
ESAPEC Evidence
References
Anthony, E. M. 1963. Approach, method and technique. English Language Teaching 17: 63–67.
Egbetade, I. (2017, 1 agosto). What is the difference between strategy, method, technique, and
approach in terms of learning and teaching? Quora. Recuperado 18 de marzo de 2022,
de https://www.quora.com/What-is-the-difference-between-strategy-method-techniqueand-approach-in-terms-of-learning-and-teaching
Harmer, J. (2001). The practice of English language teaching. Essex, England: Longman.
Reguig, A. (2018, 18 septiembre). What is the difference between strategy, method, technique,
and approach in terms of learning and teaching? Quora. Recuperado 18 de marzo de
2022, de https://www.quora.com/What-is-the-difference-between-strategy-methodtechnique-and-approach-in-terms-of-learning-and-teaching
RHALMI, M. O. H. A. M. M. E. D. (2018, 4 noviembre). Approach, method, procedure, and
technique. My English Pages. Recuperado 2 de marzo de 2022, de
https://www.myenglishpages.com/blog/approach-method-procedure-andtechnique/#:~:text=A%20common%20procedure%20in%20the,and%20larger%20than%
20a%20technique.%E2%80%9D
Richards, J., & Rodgers, T. (2001) A brief history of language teaching. In Approaches and
Methods in Language Teaching (Cambridge Language Teaching Library, pp. 5-17).
Cambridge: Cambridge University Press. https://doiorg.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.003
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