Top Down and Bottom Up Approach in Teaching Language Skills

1. BILC Professional Seminar, Slovenia 2012 IbrahimGhanwi, Slovakia Top Down and BottomUpApproach in TeachingLanguageSkills

2. Meaning Conceptual The meaning of a word on its own. Propositional The meaning of a sentence on its own. Contextual The meaning a sentence can have only when in context. Pragmatic The meaning a sentence has only as part of the interaction between the writer and the reader.

3. Comprehension Pronunciation significant sounds or phonemes Grammar morphology and syntax Pragmatics pragmatic comprehension (misunderstandings) Semantics vocabulary, text (written or spoken) comprehension

4. Everythingbeginshere

5. Weshouldcreategoodconditionsfordevelopment

6. Bottom-up processing, so called because it focuses on developing the basic skill of matching sounds with the letters, syllables, and words written on a page. • Progressing from small or subordinate unit or units to a larger or more important unit, just as in the case of planting seeds. • It is an approach to a problem that begins with details and works up to the highest conceptual level. Bottomupapproach

7. is a top-down processing, which focuses on the background knowledge a reader uses to comprehend a written text. • is an approach of/or relating to a hierarchical structure or a process that progresses from a large holistic unit to smaller, detailed subunits. • is an approach to a problem that begins at the highest conceptual level and work down to the details. Top downapproach

8. „The writers encodes thought as language and the reader decodes language as thought.“ (Kenneth Goodman, 1988) The purpose for reading a text: • Person´s interest • Academic duty • Motivational purpose • Teachers should help their students to adopt the new purpose as their own = to motivate students to read for pleasure • The context = create a scenario TD and BU approach to teachingreading

9. Pre-reading • While reading • Post reading Thephasesofreadingcomprehension

10. Brainstorming • Activate previous knowledge of the topic • Think, write, discuss • Key vocabulary (associations) • Structure, outline, draft • Prediction • How new information fits with the previous knowledge • Providing information to the teacher about students knowledge • Bridging student´s knowledge with text content Pre-reading (top downapproach)

11. Theperson´s identityFactorsinfluencingknowledge

12. Efficient and effectivereading • Readingstrategies • Thereaderinteractingwiththe text (bothapproaches in theconstructionofthemeaningofthe text; fluent guessing) • Word and structurerecognition (decodingprocess) • Readingmeaningfulchunks • Conceptualknowledge Whilereading

13. Vocabularydevelopment • Partsofspeech, roots and endings, suffixes and prefixes, compoundwords. • Extensivereading- data base of reading and listening materials. • Readingspeed • Discourseknowledge • Rhetoricalorganisationoftexts • Genre-basedapproach (writing) • Languagefunctions – descriptions, narrations, comparevs. contrast, causevs. effect, factvs. opinionetc. • Cohesivesdevices (substition, ellipsis, referencingetc.) • Locatingdiscoursemarkers Factorsincreasingreadingcomprehesion

14. Knowledge confirmation • Post-reading questions • Evaluating student´s adequacy of their text interpretations • Increasing student´s knowledge Post reading

16. Teaching-learning process demands both approaches to be applied • Both approaches complement each other, they are not alternatives • The orientation and the purpose determine which approach is being applie Interactiveapproach

17. Questions, please

18. http://www.usingenglish.com/ • http://www.teachingenglish.org.uk/articles/listening-top-down-bottom • http://eltnotebook.blogspot.sk/2007/02/teaching-listening-top-down-or-bottom.html • http://en.wikipedia.org/wiki/Top-down_and_bottom-up_design • http://www.ehow.com/info_12059397_difference-between-topdown-teaching-bottomup-teaching.html • www.zeepedia.com/read.php?bottom-up_top-do... Websitesaboutthetopic

19. Thank YOU forYourattention !