Direct Instruction Model: participation and interaction in foreign language classrooms

Abstract

Abstract: The paper focuses on the direct instruction method (DI) and the reasons why it is a viable alternative to promote student participation and interaction in foreign language classrooms. First, the DI model is analyzed from its conceptual framework and underlying theories to its objectives. Then, I describe the five phases in which the original model has been simplified and which are recommended for language teaching: 1) a specific approach to basic concepts or abilities; 2) the activation of the students’ previous knowledge; 3) abundant use of demonstrations; 4) an emphasis on the students’ active participation; and 5) extensive practice. Lastly, the lesson plan for a class based on these five stages is presented, indicating the three essential elements of DI: guidance, support, and feedback.