Content-based, Task-based, &
Participatory Approaches
Prepared by Doris Shih
Outline for Today
 Content-based instruction
 Scaffolding
 Task-based instruction
 Participatory approach
 Activity Time
Content-based Instruction (1)
 Use content from other disciplines in
language teaching
 “Language across curriculum” movement
started in England 1970
Content-based Instruction (2)
 Build on students’ previous knowledge
 Students motivated to learn because of
relevance
 Teacher help to scaffold linguistic content
 Language is learned best when used to
deliver interesting information
 Vocabs can be easily acquired with
contextual cues
Content-based Instruction (3)
 Teacher give examples & use
comprehensive checks with authentic
matters
 Learners use authentic materials to practice
language
 Communicative competence = able to read,
discuss, write about content of other fields
Scaffolding: Vocabulary act
 Read the book The Giver by Lois Lowry
 Let the learners take a look at the book
 Pick out certain vocabularies/concepts
 Let student figure out how to act the words
or paragraph
 Help students to build knowledge on words
according to context
Task-based Instruction (1)
 Teacher provides learners with a natural
context for language use.
 Activity has purpose and need outcome
 Teacher go through a pre-task with students
before they work individually
 Teacher go through the task step-by-step
 Level is i + 1
Task-based Instruction (2)
 Teacher-student negotiation; ask for
feedback
 Teacher use language naturally without
simplifying
 Teacher repeat the correct form to reinforce
 Students then complete a task in groups;
practice authentic listening and speaking
Task-based Instruction (3)
 Students receive feedback based on the
content – completed task or not
 Students have input to the design & way of
completing the task
Participatory Approach (1)
 Originated with the work of Paulo Freire
 Started in 1980s
 Versus content-based:
– Similarity: work on meaningful contents
– Difference: nature of content
Participatory Approach (2)
 Goal: “is to help students to understand the social,
historical, or cultural forces that affects their lives,
and then to help empower students to take action
and make decisions in order to gain control over
their lives.” (p.150)
 Teacher use contents relevant to students’ lives
 Curriculum is the result of problem-posed process
 Students are motivated; teacher is co-learner
Participatory Approach (3)
 Students use their knowledge to act in the
society
 Language skills are taught to prompt action
for change
 Students create their own materials as text
for others
 Students get to evaluate themselves
Activity Time:Vocab. Act
 Patriotic
 Dwelling
 Overwhelming
 Anxious
 Rituals
References
 Larsen-Freeman, D. (2000). Techniques and
principles in language teaching. 2nd ed.
Oxford, England: Oxford University Press.