Presenting New Language

There are two main approaches to presenting new language items to learners: deductive and inductive.  An article from the British Council platform, Presenting New Language by Paul Kaye (Materials writer, Bolivia) , explores the inductive approach or guided discovery. This approach shifts the focus away from us teachers and empowers our students to become knowledge discoverers. It got me thinking: How can the inductive approach change our role as teachers and the dynamics in the classroom? Share your experiences or thoughts on using this approach effectively.

The inductive approach to teaching is a student-driven form of instruction. In the inductive method of instruction, teachers feed students examples while letting them draw their own conclusions. This is followed by discussion and, if necessary, course adjustment

Hello! Teaching grammar, ways of teaching grammar are the core topics of the course:"Understanding language systems".In my opinion, the inductive method gives the students an opportunity to work out their conclusions themselves under teacher's guidance.I agree with your idea that this method changes our role.I am used to teaching grammar deductively. As for the inductive approach, it is new for me. Having finished the course, I'll try to use inductive approach of teaching grammar.

In teaching new language we can use two approaches. But in some situations you can not use inductive approach. Because you have a limited time. But for teaching a new language useful will be inductive approach. In this approach will be using your life situations, experiences or learners. This examples in explaining the rule will be usefully than deductive approach.

As a teacher, my role shifts from a traditional knowledge dispenser to a facilitator of learning. I become a guide, providing the necessary scaffolding and support for students to navigate their own learning journey. Instead of explicitly presenting grammar rules or vocabulary lists, I create opportunities for students to encounter language in meaningful contexts. This could involve listening to authentic dialogues, reading engaging texts, or participating in communicative activities.

Through these experiences, students are encouraged to observe patterns, make connections, and formulate hypotheses about language rules. This process of discovery fosters a deeper understanding and promotes long-term retention. Moreover, it cultivates critical thinking skills as students analyze language data and justify their conclusions.

It will foster critical thinking, student autonomy, and deeper understanding. In the classroom, it creates a more interactive, student-centered environment, where learners actively engage with the material, collaborate, and develop problem-solving skills.