Cognitive-Code Approach

The term cognitive-code refers to any conscious attempt made to organize

material around a grammatical syllabus while allowing for meaningful practice

and use of language. Subskills in listening ,speaking, reading, and writing such

as sound discrimination, pronunciation of specific elements, distinguishing

between letters that are similar in appearance and so on are learned before the

student participates in real communication activities. Lessons are highly

structured using a deductive process, and often practicing the `rule of the day,

Although research advises second language acquisition precede second

language learning, cognitive-code approach emphasizes content over form.

Phonemes are learned before words, words before phrases and sentences,

simple sentences before complicated ones.

A Mini-Lesson Using Cognitive-code Approach: Grade 2.

OBJECTIVE: To learn the "rule of the day" using deductive method. Introduce words beginning with short and long vowel sound "i."

PK: Students know short and long vowels sounds of a and e.

TEACH: using picture-cards with the letter "i" on the back.

DEDUCE: iguana, ice, igloo, ice-cream, ink, ivy,insect, idea begin with the letter i

ACTIVITY: draw pictures for the above words. Make a collage. Play bingo

Although cognitive-code approach devotes "a great deal of time to temporally

related but often unmotivated (contextually unjustified) discourse," a teacher can

make learning more interesting and fun as mentioned above for K-3.