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The is a language-teaching method created by Caleb Gattegno that is striking for its extensive use of silence on the part of the teacher as a technique.

The method emphasises the autonomy of the learner; the teacher's role is to monitor the students' efforts, and the students are encouraged to have an active role in learning the language. Pronunciation is seen as fundamental; beginner courses start with pronunciation, and time is spent practising it in most lessons, even with advancedstudents. The treatment of vocabulary is different from the conventional approach: time is spent using functional and versatile words but wider vocabulary is only introduced as needed. Acquiring a wide vocabulary is seen as something that students can do outside the class. Translation and rote repetition are avoided and the language is usually practiced in meaningful contexts. Evaluation is carried out by observation, and the teacher may never set a formal test.

The teacher uses silence for multiple purposes. It is used to focus students' attention, to elicit student responses, and to encourage them to correct their own errors. Even though teachers are often silent, they are still active; for example, they use using hand gestures to help the students with their pronunciation and finger correction to help them with grammar. Teachers also encourage students to help their peers.

originated in the early 1970s. The three basic tenets of the approach are that learning is facilitated if the learner discovers rather than remembers or repeats, that learning is aided by physical objects, and that problem-solving is central to learning. is based on the premise that the teacher should be as silent as possible in the classroom in order to encourage the learner to produce as much language as possible.

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