A Thousand Sentences [Back to Top]

The sentences in this book are generally short in length and direct in expression. They aim to provide a first exercise for students who are not ready to read a whole book in the English language. At the same time the sentences are designed to convey a picture of some aspects of social and cultural life in the United States.

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Short Passages [Back to Top]

Short Passages offers Silent Way students learning English little slices of life. These easy to relate to situations, such as a visit to the doctor or feeling upset with a friend, prompt students to discuss their own experiences and to elaborate on the ones read about. After completing Short Passages, students will have gained confidence in continuous reading, and will be prepared to explore longer texts.

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Eight Tales [Back to Top]

With illustrations, faraway lands, and exciting adventures, the stories in Eight Tales are sure to captivate Silent Way learners. They will stimulate animated discussions and inspire an imaginative approach to understanding the English language. After completing Eight Tales, students will have gained an entry into the world of literature.

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Teaching Foreign Languages in Schools The Silent Way [Back to Top]

In this book, Gattegno introduces The Silent Way as a solution to the challenges of teaching and learning foreign languages. He explains how to maximize learning through the use of materials and the selection of subject matter. He argues that students can learn a new language without memorizing vocabulary or repeating after the teacher. Instead, by learning through real-world linguistic situations, students can gain relevant experiences in the new language.

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 The Common Sense of Teaching Foreign Languages [Back to Top]

Gattegno wrote this book as a scientist interested in learning processes, as a student interested in the mastery of foreign languages, and as a teacher interested in providing his students with ideal learning conditions. These perspectives combined with years of research, travel, and fieldwork create a full insight into the problem of learning a foreign language.  He argues that learning a language should not be about recitation and memorization, but about the natural learning processes we have used since birth. “In fact,” he writes, “We can no more say that we remember our language than that we remember how to stand up or walk.”

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The Science of Education Chapter 13: ... Foreign Languages [Back to Top]

In The Science of Education Chapter 13: The Learning and Teaching of Foreign Languages, Caleb Gattegno asserts that since learners of foreign languages are already fluent in at least one language, they hold all the skills necessary to learn another. And while babies do not learn to speak through teachers, classes, and materials, foreign-language teachers can still optimize this artificial environment to trigger the awarenesses and experiences that lead to fluency. By learning our first language, we have all gained great language expertise. This chapter discusses how one can access this expertise and put it to use in the learning and teaching of foreign languages.

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