(ILSC Sydney, Australia)*corresponding author
AbstractThis paper introduces the findings of an experimental lesson conducted with a class of monolingual secondary students. The teacher gave no verbal cues to the students for the duration of the class. The purpose of this experiment was to show the learners not only the complexity of the teacher's role in the classroom and the difficulties the educators face all the time in the classroom environment but also the amount of control the students have over their own learning. Additionally, this paper presents the historical background of the Silent Way and its development, along with a modern take on its methodology. Based on the observations of the teacher and the learning assistant also show how the learning process is affected by the students' roles and participation in the classroom activities and how these elements contribute to the learning cycle.This paper is designed as both an informative tool for teachers willing to experiment with the traditional approaches to teaching and experts who might appreciate out-of-the-box thinking and implementation of the Silent Way in the contemporary classroom. It has also been written in a semi-formal style in order to introduce the topic in an approachable way to encourage practitioners to see it as a possible guideline for effective experimentation in the classroom |
DOIhttps://doi.org/10.31763/jsse.v3i2.110 |
Article metrics10.31763/jsse.v3i2.110 Abstract views : 676 | PDF views : 262 |
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