A blended approach is necessary to reach each student at the level they are currently at. This multifaceted approach allows us to reach each student’s varying language needs as well as to develop their speaking, listening, reading, and writing skills simultaneously. With the composition and class size it is important to vary the activities to maintain interest, which is what we have strived to do with our SIOP lesson delivery. We have chosen a principled eclecticism view as it is focused on creating “a desirable, coherent, pluralistic approach to language teaching” (Mellow, 2002, para 1).The following approaches will be utilized to teach our past tense grammar lesson.
Not only does our combined teaching experience tell us that a blend of approaches reaches more learners and helps learning sink in more deeply, research also supports the use of a variety of approaches. Skehan (1989) has found evidence that “different types of instruction may be effective with different types of learners” (cited in Othman, 200, “Enhancing the Abilities of L2 Learners,” para. 4). This view is also supported by Liu and Shi (2007) and Ellis (2006) in that they each conclude that as no one method as been found, it is most effective to use a combination of methods for teaching grammar. Kaufman (2004) notes that "[l]earners benefit from multiplicity of approaches and learning experiences as they extract salient information in acquiring new knowledge" (p. 305). A blended approach is the most rational approach as each method we are combining has its own strengths and our learners have a variety of needs and learning styles. Thus, they need different approaches to meet these needs and styles. We have nestled these approaches into a lesson using the SIOP approach to lesson planning. See the various approaches below.
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