Communicative Language Teaching Robert J. Dickey Keimyung University Korea TESOL

Communicative? Four skill areas: Listening, Speaking, Reading, Writing, but also need/desire to communicate

Science Class? How to make science more than mere memorization? How do students aid their peers? How integrate English?

Engagement? Typical lecture class, sleeping, info in one ear and out the other, taking notes for regurgitation perhaps without comprehension -- a teacher-centered lecture-style classroom. Do they start out like this? Throughout?

Engagement Attention in any class or activity quickly fades if no engagement, until the magic words “And in Conclusion...”

Learning Preferences (Styles) More than lecture, have learners receiving information through more than one “channel” and allow for preferences in learning. Learning is more than “Input”. Kinesthetic/Tactile (finger-sketching in air, etc)

Peer as “Co-teacher” Aim for English, allow some L1 to ensure they meet content-targets and use as much English as possible rather than complete communicative failure “because of one word” Negotiation of meaning

Teacher as “Facilitator” “Jug and Mug” model of education (fountain of knowledge) Respecting Students ability to learn Providing the learning environment However, can’t have communicative lessons success if the test only addresses the linguistic elements (grammar & vocabulary)

Krashen’s i+1 and Vygotsky’s Zone of Proximal Development ZPD & i+1 = an appropriate challenge with scaffolding (support)

Look Familiar? Csikszenmihalyi’s “Flow”

Focus on Communication Accuracy vs. Fluency Teacher Talking Time vs. Student Talking Time (TTT/STT) Authenticity Inputs Outputs Activities, Tasks, Projects Genuine exchanges with peers However, can’t have communicative lessons success if the test only addresses the linguistic elements (grammar & vocabulary)

Themes for L2 work Student Talking Time vs. Student THINKING Time Rehearsal (repeated production) Error Correction Focus on Meaning vs. Focus on Form Teaching the Lesson Plan vs. Teaching the Learners Learners’ Prior Knowlege Does an “ENGLISH CLASS” complement the CLIL Science class, or compete, or no relation between these two classes? Has ENGLISH CLASS been eliminated?

Linguistic Elements Role and Importance of Vocabulary Grammar (Structures) Pronunciation, etc Time and Place for (the above) Role of the Science Teacher??? In-class work vs. “homework”, role of the CLIL Science class versus the English Class

Student Work Teacher’s Role Groups (Collaboration) Assessment Formation Duration Sharing Assessment Performance stress (good and bad) (more on Friday) Facilitator (teacher, get out of the way) How group members are selected. Regularly change group memberships (students rotate). Groups report their findings to whole class, whether groups have same or different projects

See all Powerpoints at http://content-english Robert J. Dickey Keimyung University (Daegu, S. Korea) robertjdickey@yahoo.com