Participatory Approach 朝科技大學参与式方法朝陽科技大學.pptVIP

Participatory Approach Background In 1960s, Paulo Freire developed a literacy program for peasants in Brazil. He started the dialogues about problems in their lives. The dialogues became the basis for literacy development. Background (cont.) Paulo Freire: “education is meaningful to the extent that it engages learners in reflecting on their relationship to the world they live in and provides them with a means to shape their world.” Participatory Approach vs. Content-based Approach Widely discussed in 1980’s. Similar to content-based approach: -begins with content that is meaningful to the Ss. Different with the nature of the content. Content that is based on issues of concern to Ss. Goal Help Ss to understand the social, historical, cultural forces that affects their lives. Help empower Ss to take action and make decision to gain control over their lives. Procedures Ss discuss the problem in their lives. T listens and takes notes. T leads questions with visual aids to get Ss to relate the problem to their experience. T proposes the question in an attempt to contextualise the problem. Procedures (cont.) T records Ss’ answers. Ss writes down what they said and reread it, edit it and revise. Conclusion Language focus is not established in advance. It follows from content and emerges from ongoing, collaborative investigations in Ss’ lives. Conclusion (cont.) Auerbach (1992) “ Real communication, accompanied by appropriate feedback that subordinates form to the elaboration of meaning, is key for language learning.” * * *