Essay On Culturally Responsive Education

Essay On Culturally Responsive Education
The identification of a culturally responsive classroom is based on the observation that the pedagogy
and methodology of the learning process is student centered, teacher facilitated, and multi–cultural.
The art of cultural responsive teaching is that it recognizes and validates the importance of including
student's culture into the total learning process (Landson–Billings, 1994). Brown University's
Education Alliance (2017) goes on to add that this methodology of teaching is constructed around
key characteristics such as: learning takes place with the context of cultural being present, student–
centered/ teacher facilitated, and curriculum is redesigned to be culturally balanced. With the
redesign of the forth coming activities being centered around the previous components and thoughts,
I believe the practice of culturally responsive education will be fulfilled. The first activity requiring
redesign are traditional word problems in math. The subject of the word problem normally has a
European based name like Elizabeth, Thomas, or Sara and the manipulation of an object such as
distance, traveling to school by car, may not be relevant to some cultures of poorer or richer
statuses. This problem has the ability to be rectified by utilizing information collected from home
survey, devised by the teacher to obtain the answers you ... Show more content on Helpwriting.net ...
An ELL classroom must be culturally welcoming and incorporating. As humans, we naturally fear
the unknown, the depth of that fear causes anxiety levels to vary. If a culturally responsive
classroom facilitated by the teacher is practiced constantly without reserve the results will be
empowered students who are educated, culturally responsive, and dedicated to learning. Let's get on
board to this challenge of achieving a culturally responsive education for all
... Get more on HelpWriting.net ...

The Myth Of The Brain
Introduction
The first thing that is assumed about the use of the brain is the myth that "Humans only use 10%" of
their brain. This myth was stamped into millions of minds ever since it was since in the 1970's. This
myth has been widely use to explain that humans essentially use 10% of their brain , and the
smartest people in the today's world ,such as scientists and psychologists, use the highest percentage
of their brain. Whereas it is estimated that the smartest people use about 15–18% of their brain. As
there is no scientific evidence to prove that most humans use only 10% of their brain, there is still
mystery to why more are not attempting to use their brain power to its maximum potential. As we
get older, we tend to forget to take care of our brain. The older we get, the less "plastic" our brain
gets which causes many individuals to react "slow" or "late" in school , and in life. As we get older,
most individuals forget that we still have a task that should be done every day. That task is learning.
If we become stagnant in learning, we develop a neuroplasticity deficiency, where our brains will
slowly or stop rerouting neural pathways for our brain. This will then cause severe brain illnesses
such as dementia or Alzheimer's disease.
Increasing your knowledge to increase brain usage
The question to answer is why many people believe that only a portion of their brain can be used if
they have a whole brain. Besides the usage of the brain, if humans increase their

Teacher Difficulties in Teaching Esl in Malaysia
INTRODUCTION English plays a vital role around the global. As the regard of English usage in a
universal form, English is placed as second language in most of the countries around the world.
English is widely learned as a second language and used as an official language of the European
Union and many Commonwealth countries, as well as in many world organizations. It is the third
most natively spoken language in the world, after Mandarin Chinese and Spanish. It is the most
widely spoken language across the world. English is now widely taught in almost every country.
When it comes to teaching and learning a language, it is not always easy to achieve the goal. Almost
every country that emphasis on the teaching and learning of English ... Show more content on
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English is compulsory second language taught in school beginning at Primary 1 and age seven.
Malaysian students from different background in life have different levels of knowledge and
proficiency in English. Every student has a different way of learning, and learns and progresses at
different speeds. There are some students who find it difficult to do the task while others find it easy
whenever teacher instructs on a task to be carried out by them. These mix abilities students are hard
for teacher to approach one by one. Such situations become obstacles in the process of learning
English as a second language. Teachers are unable to reach all of the students at one time. Teachers
are also having problems in deciding the right activities and tasks to be carried out throughout the
lesson to facilitate teaching and learning process. Other than that, the participation of students in
classroom activities also plays a role in the success and failure of the lesson. Teachers are uninspired
when the teachers does not get the participation of students in classroom activities. Since the
classroom is the first and only environment for many foreign language learners, they should use this
chance as much as possible to get involved in the classroom activities. However, some of the
students find it difficult to speak in the target language for many reasons ranging from interest to
confidence, from age to knowledge. Other

English Language Teaching Methods
Introduction According to Definitions.net, teaching method is defined as the principles and methods
of instruction. Whereas, according to Claudine Kirsch in her book 'Teaching Foreign Languages in
the Primary School', language teaching method is a comprehensive approach that helps teachers to
decide what language skill(s) to develop, what activities and resources to choose and how to plan for
progression. However, teaching method often confused with teaching approach. According to
Differencebetween.com, method means a process while approach is an act of coming near as in the
sense of 'a way of dealing with a person or a thing'. Generally, teaching method is about how you
conduct a class and teaching approach is the way you conduct the ... Show more content on
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It is important for the teacher take fair participation during this stage since it will create familiarity
and confidence with the new language for the learners. This is because, if the teacher absolutely
flunks out from the practice, the learners might do mistakes and there is no one to correct them.
Hence, as the stage built the learners' confident to speak in the language, the might tend to repeat the
same mistake over again. Therefore, the teacher play important role to direct and to correct during
this this stage, still. Example of activity: I would use split sentences as a controlled practice activity.
I give students lots of sentence halves and in pairs they try and match the beginnings and ends of the
sentences. ...we won't be able to play soccer. If I won the lottery,... E.g. Match the first sentence with
its possible half. ...I'd travel around the world. If I am beautiful,... ...I think every boy will like me. If
it rains,... Source: Teaching English: Planning a Grammar Lesson by Tanya Cotter At this stage, the
lesson should have been more learner–centered. Step 3: Production This final stage also known as
'free practice' stage. According to PPP for Dummies, this stage is seen as the culmination of the
language learning process, whereby the learners have started to become independent users of the
language rather than students of the language. The teacher may give the learners communication
task as a role play

Abraham Maslow's Self-Actualization Theory Or Motivation...
his personal behavior. Maslow's Self –Actualization Theory or Motivation Theory.Self–actualization
represents a concept derived from Humanistic psychological theory and, specifically, from the
theory created by Abraham Maslow. Self–actualization characterizes individual's growth
performance toward fulfilment of the highest needs (Olson, 2013).From Maslow's viewpoint, the
drive to learn is intrinsic. The purpose of learning is to bring about self–actualization, and the goals
of educators should include this process. Need is a source of motivation. Abraham Maslow defined
need as a physiological or psychological deficiency that a person feels the urge to satisfy and his
premise is that only an unsatisfied need can influence behavior; a satisfied need is not a motivator.
In a classroom setting, when a learner identifies his need to learn, basically, he will be compelled to
learn. Motivation is defined as the act or process of motivating; the condition of being motivating; a
motivating force, stimulus, or influence; incentive; drive; something (such as a need or desire) that
causes a person or student to act (Merriam–Webster, 1997); and the expenditure of effort ... Show
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Hence, modified suggestopedia was conceptualized as a strategy in teaching reading. The inclusion
of rich auditory or sensory and relaxing learning environment and positive relaxed state, and high
motivation were given focus. Different teaching stratagem such as music, active participation in
songs and games and others in teaching was used to respond to the difficulties met by the Grade 7
students in reading comprehension. The research paradigm patterned after the IV–DV model is
conceptualized to illustrate the relationships of the variables to be studied (Figure

Music On The Cognitive Processing Of The Brain
Abstract
An important topic in psychology for many decades now has been the influence of music on the
cognitive processing of the brain. Cognitive processes include attention, memory, producing and
understanding language, solving problems, and making decisions. Recent advances in technology
have revealed that music has a heavy effect on the brain's affective, cognitive, and motor
components. Evidence has been found to support the idea that music can alter the topography of the
brain which improves memory and strengthens the skill of understanding language. This fact is
something many educators are beginning to take advantage of. Not only does music improve the
aforementioned, it also allows for quick access and recovery of information ... Show more content
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So to what extent does music impact the cognitive processes of the human brain? First of all,
cognitive processes are processes that involve knowledge and how people use their knowledge.
They include matters such as attention, memory, producing and understanding language, solving
problems, and making decisions. All of these are very important for human behavior. Music, in
particular, has been used to assist in cognition for many years; recent advances in medical
technology have provided evidence confirming the effects of music on the brain's affective,
cognitive, and motor components (Jones, 2010). All things considered, it is apparent that music has
a very strong and lasting effect on the cognitive processes of the human brain.
To continue, one of the earliest pioneers of a field that we now know as music cognition was
theoretical chemist and cognitive scientist, Christopher Longuet–Higgins. With the help of fellow
cognitive scientist and computational linguist, Mark Steedman, Longuet–Higgins created the first
computer model of musical perception (Honing, 2011). However, before studies of the correlations
between music and cognitive processing, there were experiments regarding music and psychology
as a whole. Musical psychology

The Importance Of Learning A Second Language
Learning a second language is something that numerous people have attempted to do throughout the
years. The motivation for doing this, be it intrinsic or extrinsic, varies from student to student.
Learning a second language becomes effective when teachers are able to identify students'
individual learning problems, apply diverse methods and approaches to solve them, and nourish
students' learning motivation.
Petra Alicia Lagarda Villaseñor is seventy years old. She was born in Cananea, Sonora, Mexico. It is
a small town in the northern part of the country––not too far away from the United States. She is
number nine of twelve children. Alicia's first language is Spanish. Growing up, she was exposed to
very little English. She has been to the US more than once in her life, and she has relatives who live
there. Her son and her daughter, who is my mother, both speak English. My father and my sisters
also speak English, many times at her house. However, she understands only a fraction of what we
say, especially if we are speaking at a normal speed (she has asked for translations in the past). She
likes to say short phrases and words in English, combining the English language with Spanish at
times, in a jest. Cananea, https://es.wikipedia.org/wiki/Cananea. TTC 2017 pp. 43–44. . My

Methodological Eclecticism in Teaching English as a...
Methodological Eclecticism in Teaching English as a Foreign Language
"Eclectic", remarks Atkinson (1988, p. 42), "is one of the buzz words in TEFL at present, in part due
to the realization that for the foreseeable future good language teaching is likely to continue to be
based more on common sense, insights drawn from classroom experience, informed discussion
among teachers, etc., than on any monolithic model of second language acquisition or all–embracing
theory of learning . . . ". One problem with this position is that your "common sense" and your
"insights" are apt to be different from mine. Another is that "discussion among teachers", though
valuable, is often a futile exercise in the blind leading the blind. No one with some ... Show more
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Talk about monolithism! Two curricula and methodologies are essentially teacher–centered or pre–
determined curriculum–centered, as opposed to being learner–centered. They are developed on the
basis of a linear and group–addressed program, rather than on a semi–linear or even random
program derived from individual learners' feedback. They illustrate the traditional top–dictated
organization structure of pre–democratic societies, business management, and state education. Yet,
"language is a social as well as an individual phenomenon . . . It mirrors the culture . . . is culturally
acquired" (Finocchiaro & Bonomo 1973, p. 1). Three, in practice, student's overt behaviors are
observed and measured, whereas covert behaviors are ignored or lightly passed over or deplored . . .
when perceived or intimated by those whose job it is to help modify behavior. To behaviorism, overt
behavior is the very subject–matter of psychology, precisely because one can observe it, measure it,
and shape it. It is an atomistic theory for which reflexes and the conditioned reflex are the basic
units. The trouble is that the human being, though composed of atoms, is a complex system all parts
of which are dynamically interrelated. "Atomism is in essence an analytical doctrine. It regards
observable forms in nature not as intrinsic

Grammar translation method
The Grammar Translation Method
The Grammar translation method, or classical method started when people wanted to read literature
written in the target language. Its focus was on grammatical rules, the memorization of vocabulary
and of various declensions and conjugations, translations of texts, doing written exercises.
Rules of grammar, not the language itself, are all important. Verb declensions are set out tables,
vocabulary lists to be learned, leading to translation from mother tongue into target language and
vice–versa. There is little or no attention to pronunciation.
The learner would acquire the skill of translating in writing from L2 to L1 and vice versa. Speaking
the foreign language will play a very little part in the ... Show more content on Helpwriting.net ...
The Audiolingual Method is based on:
Speaking and listening competence preceded reading and writing competence.
The development of language skills is a matter of habit.
Students practice particular patterns of language through structured dialogue and drill until response
is automatic.
The printed word must be kept away from the second language learner as long as possible. There is
dependence on imitation, memorization of set phrases, and overlearning. Structures are sequenced
by means of contrastive analysis taught one at a time. Structural patterns are taught using repetitive
drills. There is little or no grammatical explanation. Grammar is inductive Great importance is
attached to pronunciation.. Success responses are immediately reinforced.
Very little use of the mother tongue by teacher is permitted
Dialogues are the basic form of materials in the Audiolingual method. The dialogue serves three
functions: a) illustrates the target structure; b) illustrates the situation the structure may be used; c)
provides cultural information for language use wherever possible.
In this method, oral interaction was emphasized in pattern drills, and conversation practices.
Desuggestopedia
The suggestive–desuggestive process allows students to go beyond previously held beliefs and self–
limiting

Essay On English As A Foreign Language
As we know that learning English in India it is gradually becomes very important due to century as
well as techno–age is concerned. We all knew that English is taught either as Second Language or
Target Language. It is very difficult for student–beginner who recently starts to learn English
language as foreign language. One of the vital and pivotal pivot roles of learning Foreign Language
is to open the treasure hidden in the literature of a particular language. To reveal such treasure one
needs to be mastered in different methods of teaching the foreign languages. This makes easy full
for learners to learn foreign language. If we want to understand different method of teaching foreign
language things linguistically we can understand it as "A method in linguistics and language
teaching determines what and how much is taught. The order in which it ... Show more content on
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:– A foreign language is language indigenous to another country. It is also a language not spoken in
the native country of the person referred to; i.e. English speaker living in Gaum can say that
Chamorro is a Foreign Language to him or her. Following are the foreign languages English, Irish,
Arabic, Persian, French, Latin, Greek, Pakistani, African, Egyptian, Turkish, Spanish, American–
English, Japanese, Chinese etc. are known as different types of Foreign Language. There are many
methods as well as tricks are available to learn all above these languages grammar and it's particular
rules and regulation but, here let us see What are the different methods to learn English as second
foreign languages. Different methods to Teaching foreign languages:– If we want to learn English as
foreign language there are couples of method with the help of we can learn foreign language. There
are following methods that plays important role to teaching foreign languages. a. The audio–lingual
method b. Army method c. Direct method d. New key method e. Grammar–translation method f.
Bilingual

Let Majorship English
Licensure Examination for Teachers (LET) ENGLISH – SECONDARY 1. Which of the following is
NOT associated with Romanticism? a. Emphasis on the collective rather than on the individual b.
Belief in the child's superior insight c. Celebration of the nature d. Emphasis on the power of
imagination 2. What feeling is expressed in this line "My heart leaps up when I behold a rainbow in
the sky"? A. Surprise C. Fear B. Happiness D. Anger 3. What is Chekhov's most recognizable
achievement in his short stories? A. His cryptic use of symbolism B. His attention to the inner lives
of his characters C. His references to biblical scriptures D. His use of allegory 4. In the Iliad, whose
death brought ... Show more content on Helpwriting.net ...
C. He spent 13 years wandering from one regional court to another. D. He gathered a following in
his later years. 22. Which of the following is/are an example/s of folk narrative/s? A. Riddle C.
Proverbs B. Legends D. Epic 23. Which of the following is NOT a secular art associated with Zen
spiritual training? A. Archery C. Swordsmanship B. Calligraphy D. Bonsai 24. Which of the
following is NOT a theme that is customarily associated with Dostoyevsky's work? A. Conflicts
between "good" and " evil", "freedom" and "tyranny" B. Choices between religious faith and
atheism C. The enormous contradictions of human nature D. The great potential for adultery 25.
Which is a short narrative poem intended to be sung? A. Romance C. Lyric B. Ballad D. Epic 26.
The type of novel which became popular in the 18th century is __________________. A. epistolary
C. picaresque B. gothic D. religious 27. In Aenid, though Aenas suffers an unhappy life and
miserable death, what is his greatest consolation? A. His protection by the gods B. The future glory
of his sons C. His love affair with Dido D. His being compared with Achilles and Odysseus 28.
Which of the following statements is LEAST likely to be associated with Japan? A. It is a spiritual
nation. B. It is a homogenous nation. C. It is a nation that speaks with one voice. D.

Teaching English Through Poetry to Adolescents
INTRODUCTION Today, teaching English language assumes many different shapes. Teaching
methods vary from teacher to teacher. However, we can find one common feature these methods do
share. They all are tinged with communicative competence objectives. Using poetry in the
classroom may undoubtedly add to a broad spectrum of classroom activities that communicative
approach offers. Poetry being a part of literature offers tremendous potential for ESL/EFL
linguistically, culturally and aesthetically particularly in light of the current emphasis on teaching
"communicatively" and the need for a deeper diversion to language learning as put by Stern. For
hundreds of years, the role of literature in the foreign language curriculum was ... Show more
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Aleksander Kozłowski – a Polish linguist – says that poetry or lyrics is one of that branch of literary
fiction that comprises very concise and coherent linguistic substance and uniformly compact
logical–content plot. The last definition does not correspond fully with the previous one and, at the
same time, backs up the assumption that one coherent definition is difficult to make. Lazar (cited in
A Forum Anthology 1993:39), in turn, mentions poetry as a resource offering a reader a special
"depth" of learning. Newton, in turn, defines "the depth' as a mental involvement of a learner with a
written text by connecting his personal experience to what he has been offered by a poem. Such
various kinds of definitions and reflections on poetry indicate the fact that poetry is a rich literary
fiction that offers brand new elements or vehicles for teaching English for creative teachers.
Properly used, it may yield many advantages and facilitate the process of teaching. 1.1. Approaches
to poetry in different methods. Teaching language as a foreign one is believed to have its roots far in
the history. As far as 2500 years BC, Sumerian language was taught both as a native and foreign
language. Also Egyptians knew languages used by the peoples conquered by them. However, not
much is known how those people learnt and what teaching tools they used. The greatest deal of
information about the way the first foreign languages were learnt comes from

The Silent Way
I. The Silent Way
On the years of 1960s' the Audiolingual Method was under a strong challenge in the form of the
"Cognitive Code" and an educational trend known as "Discovery Learning." These concepts most
directly challenged the idea that language learning was all about mimicry and good "habit–
formation." An emphasis on human cognition in language learning addressed issues such as learners
being more responsible for their own learning – formulating independent hypotheses about the
"rules" of the target language and testing those hypotheses by applying them and realizing errors.
When students create their own sets of meaningful language rules and concepts and then test them
out, they are clearly learning through a discovery/exploratory ... Show more content on
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Language learning is usually seen as a problem solving activity to be engaged in by the students
both independently and as a group, and the teacher needs to stay "out of the way" in the process as
much as possible.
It has been stated that the Silent Way is also well known for its common use of small color rods of
varying length (cuisenaire rods) and color coded word charts depicting pronunciation values,
vocabulary and grammatical paradigms. It is a unique method and the first of its kind to really
concentrate on cognitive principles in language learning.
We can state that the benefits of this method are that the students arrive to produce independent and
experimental language activities at the same time that develop their own interior criteria for the
accuracy. For sure, the students would like this method.
B. Background and Principles
Caleb Gattegno, a mathematician and psychologist, developed the Silent Way approach. To give an
exact description of how the lessons are structured is a little complicated.
It has been found that Gattegno himself points out that "it is not a structural or a linguistic or a direct
(or any other) method of teaching languages. Basically, one can say that the teacher provides very
little verbal input for most of the lesson s/he is indeed silent, as we have said. Through body
language and gestures, the teacher encourages his/her students to participate actively in the learning
process.
It has been said that the

Persuasive Essay On Bilingual Education
By expanding ourselves past the comfort of the native tongue, we are able to create connections
with other people. When learning another language, we may start to understand not only the
language itself, but also comprehend new cultures, ways of thinking, and other people. From the
very beginning of deciding to become a teacher, I knew I wanted to expand my ways of thinking so
I positively benefit students of all cultures and language. I believe language learning allows people
to view the world in different ways by becoming positively influenced by other cultures, people, and
different ways of thinking. However, after deciding to become an ESL teacher, I truly believe that
bilingual education is needed to help students develop and maintain high levels of proficiency and
literacy in both their L1 and L2, while learning in the content areas. This is why I personally believe
it is better for children to be raised bilingual instead of learning a second language later in life. One
reason for this is that even though I was born in America, my parents wanted me to learn their
language, which was Polish. Now, I am fully appreciative of the fact that my parents taught me
Polish and placed me in a Saturday school where I was being taught both English and Polish. If I
was taught Polish later in life, I think I would not use it to this day because I would not have made
personal connections with the languages, as I was able to by being raised bilingual. There are many
benefits of being raised bilingual instead of learning a second language later in life. It is important to
understand that it takes on average 4–7 years to become academically fluent in a language; by
raising a child bilingually, the children are able to use both languages more efficiently earlier than
those students who learn a second language later in life. Since the child has been bilingual for a
longer time, there are educational benefits commonly found. Bilingual children tend to have a higher
concentration and are better at working through distractions while doing their schoolwork. Bilingual
children also perform higher on average on tests that involve multi–tasking, creative thinking, or
problem solving (Marian & Shook, 2012). Attitudes and

Advantages Of Eclectic Approach
Introduction
World is developing more and more each passing day. Because of this development people
throughout the world get in touch with each other more frequently than ever. And each passing day
the importance of foreign language is becoming more obvious, especially English which is almost
international language. The most important influence for learning English as a second language is
done by teachers. And everyone who decided to become a teacher at least once asked himself – "
What kind of teacher I will be like?" Answer for this question depends on 3 main factors: your
personality, philosophy and methodology. Personality and philosophy is individual for everyone, but
methodology is something that can be used by everyone, this is a element ... Show more content on
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The idea of choosing from different methods to suite for ones teaching purposes and situations is
new one. For example, Memorandum on the Teaching of Modern Language published in 1929 on
the basis of British study by Incorporated Association of Assistant Masters in Secondary Schools
recommended the eclectic "Compromise Method" as a solution to the language teaching method
debate.
Description of Eclectic Approach
There is no single method which can guarantee success in teaching. And the Eclectic Approach is
not an exception. The Eclectic Approach is focused on combination of some advantages from
several methods taken for learning and teaching process. This approach is commendable when
circumstances do not allow for the adoption of the single method. The use of methods and
approaches is adjust to the teaching–learning needs. The teacher decides what methodology or
approach to use depending on the aims of the lesson and the learners in the group.
Theory of Language
Language is based on structures which are used to convey meanings, which perform

SLA Lg teaching methods & approaches
An Overview of Language Teaching Methods and Approaches "...there is, as Gebhard et al.
(1990:16) argue, no convincing evidence from pedagogic research, including research into second
language instruction, that there is any universally or 'best' way to teach. Although, clearly, particular
approaches are likely to prove more effective in certain situations, blanket prescription is difficult to
support theoretically. The art of teaching does not lie in accessing a checklist of skills but rather in
knowing which approach to adopt with different students, in different curricular circumstances or in
different cultural settings (Klapper 2001:17). Such pedagogic choices are most effective when
underpinned by an appreciation of what ... Show more content on Helpwriting.net ...
This distinction was developed and recast by Richards and Rodgers (1982, 1985) as Approach,
Design and Procedure, encompassed within the overall concept of Method, "an umbrella term for
the specification and interrelation of theory and practice" (Richards & Rodgers 1985: 16) where
Approach refers to the beliefs and theories about language, language learning and teaching that
underlie a method Design relates the theories of language and learning to the form and function of
teaching materials and activities in the classroom; Procedure concerns the techniques and practices
employed in the classroom as consequences of particular approaches and designs. (Richards &
Rodgers 1985:17) There are many publications discussing the various language teaching methods
employed over the years. We have drawn here, inter alia, upon Chapter Two of H. Douglas Brown's
Teaching by Principles: An Interactive Approach to Language Pedagogy (Longman/ Pearson
Education, White Plains, New York, 2nd edition 2001). Brown draws a distinction between methods
as "specific, identifiable clusters of theoretically compatible classroom techniques" (p15), and
methodology as "pedagogical practices in general...Whatever considerations are involved in 'how to
teach' are methodological" (ibid.).'Methodology' here can thus be equated to Richards and Rodgers'
'Procedure'. Pedagogic approaches are

Language Reflection Paper
I enjoyed having class being video taped rather that reading a book. The Latina culture is growing
significantly. Georgia has a 9% Hispanic population from the census not count the undocumented
Hispanics. The migrant trail is responsible for why in certain areas there is more Spanish speaking
people in a area. There is more agriculture there will be more Hispanics. I never realized how many
different ways you can be taught a language. In the special topics video learning a different language
started with the translation method. The translation method focus on the number of words. The
1800s Latins, Greeks, and French focused more on the writing and reading of language rather than
speaking. Along the same time the direct method was introduced but never officially caught on.
Direct method has a close resemblance to the way we are taught today. It is more of call and
response method. In the 60s a quick way for others that were in listed in the military to learn a
language was the audio–lingual method with basically a fast pace mechanical set that was dialogue
memorized. For those who have anxiety the suggestopedia might have been an option.it was more of
a relaxed setting and that meant to relieve stress of learning a new language. Silent way is when a
teacher doesn't have very much involvement and let the learners in the class to lead the class with
dialog. Total physical response sounded fun to me when explained in the video. It is very high active
and give the learner a

Essay On Culturally Responsive Education

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