Microsoft Word 08 Exam-Checklist Intro21 20211202 V02. docx

I know the abbreviations of the different methods as well as their full terms.

TPR- Total Physical Response
Communicative Language Teaching (CLT)
Task-Based Language Teaching or Learning (TBLT or TBLL)
Task-Supported Language Teaching (TSLT)
Content and Language Integrated Learning’ (CLIL)

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  I can explain what holistic and action-oriented teaching means and how it can be implemented in teaching.(69 page)
  

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  I am familiar with awareness-raising approaches (e.g. language awareness, cultural awareness) and know how to implement them in my teaching. 162page
  

Doubtlessly, such awareness-raising activities can be very advantageous. However, they also carry with them the danger of perpetuating national stereotypes. Such ‘images of the mind’ are “necessary overgeneralizations and oversimplifications that are rigid, resistant to change, undependable in their actual content, produced without logical reasoning” (Lippmann in Hammer 2012: 23). While they may help cognitively to pre-structure any intercultural encounter, stereotypes often mar such exchanges, leading to misunderstandings and the breakdown of communication. Even more detrimental to intercultural understanding are racial stereotypes or prejudices with their negativism and denial of equality, which can seriously prevent interpersonal exchanges.

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  I know what top-down and bottom-up approaches are and how they can be applied in teaching.
  

A top-down teaching style focuses on providing students a large view of a subject, immersing them in the big picture without explaining the components that make up the subject. For example, in an English as a Second Language class, a top-down approach would begin by immersing students in all aspects of learning English immediately, including writing, reading and pronunciation. Students would not be taught the intricacies of vowels, nouns and pronouns first, instead they would be plunged into the totality of learning English and then gradually learn the building blocks that make up the English language.
Unlike a top-down teaching approach, which takes a macro view of a subject first, a bottom-up teaching approach begins with the component parts of a subject, and gradually builds up to the whole. For example, in an EL class, a bottom-up approach would begin with things such as phonics, letters, vowels and syllables, which are the building blocks of language. It's only after students have mastered these specific rules and systems that they move on to speaking and reading.
Top-down and bottom-up teaching methods have the same learning objectives but different ways of achieving them. Top-down teaching is concerned with motivating students to learn through direct interaction and immersion, and allowing them to find meaning in a subject by applying their own experiences. Bottom-up teaching is more instructor-driven and focuses on the minutia of a subject as a way of decoding and simplifying each component through repetition and memorization.
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Other Considerations
Because top-down teaching emphasizes instruction through context and relies in part on a student's background and experience to acquire knowledge, it may not provide the same level of specific subject skills as a bottom-up teaching approach. Conversely, though a bottom-up teaching approach will strengthen a student's grasp of a subject's fundamentals, it's lack of emphasis on learning within the context of a larger whole may limit its effectiveness. For example, students who learn the specific meaning of a word may not understand how the meaning of that word changes based on the culture where the word is used.

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