We define bilingualism as having some ability to use two or more languages.

The bilingualism   in the Oxford high school is up dated   using the strategies for having a significant learning- teaching. The students have the opportunity of sharing with native teachers who ease their learning.


The Reading Approach.

This approach is selected for practical and academic reasons. For specific uses of the language in graduate or scientific studies. The approach is for people who do not travel abroad for whom reading is the one usable skill in a foreign language.

The Audiolingual Method.

This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach.

New material is presented in the form of a dialogue. Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. Little or no grammatical explanations are provided; grammar is taught inductively. Skills are sequenced: Listening, speaking, reading and writing are developed in order.Vocabulary is strictly limited and learned in context. Teaching points are determined by contrastive analysis between L1 and L2. There is abundant use of language laboratories, tapes and visual aids. There is an extended pre-reading period at the beginning of the course. Great importance is given to precise native-like pronunciation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the target language and to disregard content and meaning.

The Silent Way.

Gattegno, C. (1972).Teaching Foreign Languages in Schools: The Silent Way. New York City: Educational Solutions.


This method created by Caleb Gattegno begins by using a set of colored rods and verbal commands in order to achieve the following:
To avoid the use of the vernacular. To create simple linguistic situations that remain under the complete control of the teacher To pass on to the learners the responsibility for the utterances of the descriptions of the objects shown or the actions performed. To let the teacher concentrate on what the students say and how they are saying it, drawing their attention to the differences in pronunciation and the flow of words. To generate a serious game-like situation in which the rules are implicitly agreed upon by giving meaning to the gestures of the teacher and his mime. To permit almost from the start a switch from the lone voice of the teacher using the foreign language to a number of voices using it. This introduces components of pitch, timbre and intensity that will constantly reduce the impact of one voice and hence reduce imitation and encourage personal production of one's own brand of the sounds.
To provide the support of perception and action to the intellectual guess of what the noises mean, thus bring in the arsenal of the usual criteria of experience already developed and automatic in one's use of the mother tongue. To provide a duration of spontaneous speech upon which the teacher and the students can work to obtain a similarity of melody to the one heard, thus providing melodic integrative schemata from the start.

Communicative Approach.

  • Communicative competence is the progressive acquisition of the ability to use a language to achieve one's communicative purpose.
  • Communicative competence involves the negotiation of meaning between meaning between two or more persons sharing the same symbolic system.
  • Communicative competence applies to both spoken and written language.
  • Communicative competence is context specific based on the situation, the role of the participants and the appropriate choices of register and style.  For example: 

The variation of language used by persons in different jobs or professions can be either formal or informal.  The use of jargon or slang may or may not be appropriate.

Total Physical Response.

Asher, J.C.  (1979). Learning Another Language Through Actions. San Jose, California: AccuPrint.

James J. Asher defines the Total Physical Response (TPR) method as one that combines information and skills through the use of the kinesthetic sensory system. This combination of skills allows the student to assimilate information and skills at a rapid rate. As a result, this success leads to a high degree of motivation. The basic tenets are:

Understanding the spoken language before developing the skills of speaking. Imperatives are the main structures to transfer or communicate information. The student is not forced to speak, but is allowed an individual readiness period and allowed to spontaneously begin to speak when the student feels comfortable and confident in understanding and producing the utterances.

  • Promote the use of the English language in different contexts where the students can communicate their ideas.
  • Help students in order for they develop the four abilities, listening, speaking, Reading and writing.

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