Education - Crossword - Key Figures in Education

Asher, James – created the Total Physical Response, a method where students do not speak the target language until they develop some basic competence in it; before it happens, they respond with their bodies to the teacher’s commands in the classroom

Berlitz, Charles – set up an international network of Direct Method schools, where learning is facilitated by demonstration, the use of audio-visual aids and the absence of translation

Bloomfield, Leonard – an American linguist whose work, along with that of others, e.g. Fries, led to the development of the Army Specialised Training Program (ASTP), in 1940’s, a then-novel method designed to train army soldiers in foreign languages, which later contributed to the rise of the Audio-Lingual Method

Callan, Robin – created the Callan Method, in which the students quickly respond to the teachers’ speedy questions to develop mechanical responses to cues in the target language

Chomsky, Noam – one of the most respected linguists in the world; based at MIT, Massachusetts, he questions the behaviourist claim that in language development we only copy others

Curran, Charles – created Community Language Learning, otherwise known as Counselling Learning, a method in which students’ feelings and inhibitions are recognised by the teacher, whose main task is to create a nice classroom atmosphere

Doron, Helen – the authoress of the Helen Doron Method, in which even one-year old babies are exposed to the target language to prepare their minds for the learning which comes later.

Gouin, Francois - ridiculed the Grammar-Translation Method; proposed the Series Method, which contributed to the development of the Direct Method

Gategno, Caleb – created the Silent Way, a method in which the teacher cannot model the target language, and the students are told to rely on their own knowledge or the support of their class mates.

Komensky, Jan Amos – an educational reformer who had wide influence on education in Europe at the turn of the 16/17^th centuries; spent some time in Leszno, Poland, as he had had to flee his motherland to escape religious persecution.

Krashen, Stephen – proposed the Monitor Theory, where he discussed the difference between acquisition and learning, the qualities of ideal input, the natural order of acquisition, the mechanism of the monitor (a self-correction mechanism) and the role of emotions in foreign language development

Lewis, Michael – author of the Lexical Approach, where the target language is to be explored by the students, induced and picked up in functional language chunks

Lozanov, Georgi – a Bulgarian psychologist; created Suggestopaedia, otherwise known as Suggestopedy. Suggestology or De-suggestopaedia, a method within which students’ negative feelings are de-suggested and learning is to be a pleasant, effortless experience.

Palmer, Harald – built a toy-train model to illustrate the idea of chunking larger wholes into smaller components to be mastered one at a time.

Skinner, Frederick – wrote Verbal Behaviour, where he promoted behaviourist training techniques (mechanical repetition) in foreign language learning

West, Michael – a linguist who was involved in Vocabulary Counts - studies of which were to determine the most useful English vocabulary to be used by simplified reader writers.


Key Figures in Education

Asher, James – created the Total Physical Response, a method where students do not speak the target language until they develop some basic competence in it; before it happens, they respond with their bodies to the teacher’s commands in the classroom Berlitz, Charles – set up an international network of Direct Method schools, where learning is facilitated by demonstration, the use of audio-visual aids and the absence of translation Bloomfield, Leonard – an American linguist whose work, along with that of others, e.g. Fries, led to the development of the Army Specialised Training Program (ASTP), in 1940’s, a then-novel method designed to train army soldiers in foreign languages, which later contributed to the rise of the Audio-Lingual Method Callan, Robin – created the Callan Method, in which the students quickly respond to the teachers’ speedy questions to develop mechanical responses to cues in the target language Chomsky, Noam – one of the most respected linguists in the world; based at MIT, Massachusetts, he questions the behaviourist claim that in language development we only copy others Curran, Charles – created Community Language Learning, otherwise known as Counselling Learning, a method in which students’ feelings and inhibitions are recognised by the teacher, whose main task is to create a nice classroom atmosphere Doron, Helen – the authoress of the Helen Doron Method, in which even one-year old babies are exposed to the target language to prepare their minds for the learning which comes later. Gouin, Francois - ridiculed the Grammar-Translation Method; proposed the Series Method, which contributed to the development of the Direct Method Gategno, Caleb – created the Silent Way, a method in which the teacher cannot model the target language, and the students are told to rely on their own knowledge or the support of their class mates. Komensky, Jan Amos – an educational reformer who had wide influence on education in Europe at the turn of the 16/17^th centuries; spent some time in Leszno, Poland, as he had had to flee his motherland to escape religious persecution. Krashen, Stephen – proposed the Monitor Theory, where he discussed the difference between acquisition and learning, the qualities of ideal input, the natural order of acquisition, the mechanism of the monitor (a self-correction mechanism) and the role of emotions in foreign language development Lewis, Michael – author of the Lexical Approach, where the target language is to be explored by the students, induced and picked up in functional language chunks Lozanov, Georgi – a Bulgarian psychologist; created Suggestopaedia, otherwise known as Suggestopedy. Suggestology or De-suggestopaedia, a method within which students’ negative feelings are de-suggested and learning is to be a pleasant, effortless experience. Palmer, Harald – built a toy-train model to illustrate the idea of chunking larger wholes into smaller components to be mastered one at a time. Skinner, Frederick – wrote Verbal Behaviour, where he promoted behaviourist training techniques (mechanical repetition) in foreign language learning West, Michael – a linguist who was involved in Vocabulary Counts - studies of which were to determine the most useful English vocabulary to be used by simplified reader writers.