thesilentway.docVIP

Background The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. It is based on the premise that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much language as possible. Elements of the Silent Way, particularly the use of color charts and the colored Cuisenairerods, grew out of Gattegno’s previous experience as an educational designer of reading and mathematics programs. The Silent Way shares a great deal with other learning theories and educational philosophies. Very broadly put, the learning hypotheses underlying Gattegno’s work could be stated as follows: Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned. Learning is facilitated by accompanying (mediating) physical objects. Learning is facilitated by problem solving involving the material to be learned. Let us consider each of these issues in turn. The Silent Way belongs to a tradition that views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor rather than a bench-bound listener (Bruner 1966). Bruner discusses the benefits derived from “discovery learning” under four headings: (a) the increase in intellectual potency, (b) the shift from extrinsic to intrinsic rewards, (c) the learning of heuristics by discovering, and (d) the aid to conserving memory (Bruner 1966: 83). Gattegno claims similar benefits from learners taught via the Silent Way. The rods and the color-coded pronunciation charts (called Fidel charts) provide physical foci for student learning and also create memorable images to facilitate student recall. In psychological terms, these visual devices serve as associative mediators for student learning and recall. The Silent Way is also related to a set of premises that we have called “problem-solving approaches to learning.” These premises are succinctly represented in the word