2.1.3. Communicative Language Teaching OBJECTIVES You will understand: The background principles and goals of Communicative Language Teaching The advantages and disadvantages of the CLT approach You will be able to: Integrate your knowledge of CLT to evaluate texts Plan a low intermediate lesson plan using a CLT approach

2.1.3. Communicative Language Teaching Foundations of Communicative Language Teaching (CLT) CLT arose in response to previous methods that were seen as abstracted, ineffective, or incomplete, (Grammar Translation, Audiolingualism, The Silent Way, etc.). CLT is an integrated approach to language teaching that combines authentic use of the four skills with a theme or topic and a language target. CLT gave way to functional-notional language teaching, task- based language teaching, and proficiency-based instruction.

2.1.3. Communicative Language Teaching Goals of CLT Communicative language teaching looks at language use in context, both linguistic and situational, (not only the language that is used but also who uses it and in what circumstances). Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. The goal of CLT is for learners to acquire “communicative competence” in the target language. While grammatical competence is important, the fact that many learners can have a strong knowledge of grammar rules and still not be effective communicators shows that grammatical competence does not equal proficiency.

2.1.3. Communicative Language Teaching What is Communicative Competence? Communicative competence refers to knowing when and how to use different forms of language, and knowing how to use strategies to maintain communication despite limitations in language ability. *Remember that strategic competence in particular is a student’s ability to overcome obstacles to effective communication.

2.1.3. Communicative Language Teaching An Example of a CLT Listening Exercise The following instructions are given to students for an exercise called “Eavesdropping”: Listen to a conversation in a public place and be prepared to answer, in the target language, some general questions about what was said. 1. Who was talking? 2. About how old were they? 3. Where were they when you eavesdropped? 4. What were they talking about? 5. What did they say? 6. Did they become aware that you were listening to them?

2.1.3. Communicative Language Teaching  Teacher and Student Roles A communicative classroom tends to be learner-centred, which means that the teacher acts as a facilitator and monitor who models successful communication and establishes an environment that encourages communication. The students do much of the speaking, and often work in pairs or groups to complete tasks cooperatively. In CLT, it is not the teacher’s job to prevent and correct all errors, but to act as a counselor who models effective communication (Richards and Rodgers, 1986).

2.1.3. Communicative Language Teaching Principles of CLT  Brown identifies four characteristics of CLT, which serve to define the communicative approach. 1. Focus on all elements of communicative competence, not only grammatical or linguistic competence. 2. Language forms are not studied in isolation, but as features that allow the learner to accomplish a purpose. The goal is for learners to be engaged in pragmatic, authentic language use for meaningful communication. 3. Fluency and accuracy are complementary. Fluency sometimes becomes more important to maintain learners’ engagement in meaningful language use. 4. Learners need to use the language productively and receptively in unrehearsed situations.

2.1.3. Communicative Language Teaching    How has CLT changed the face of language teaching? Jacobs and Farrell (2003) propose the following eight major changes in language teaching approaches as a result of CLT: 1. Increased learner autonomy (learners help choose content, self-assessment, group work etc.). 2. Recognition of the social nature of language learning and the need for interaction. 3. Integration of the curriculum, so English is linked to other subjects and issues outside the classroom. 4. Focus on meaning through content-based teaching. 5. Recognizing diversity in learners’ strengths and learning styles, and developing learning strategies. 6. Development of creative and critical thinking skills that can be used outside the classroom. 7. Using alternative and multiple forms of assessment to get complete picture of learners’ abilities. 8. Teachers are co-learners, or facilitators, who learn through doing.

2.1.3. Communicative Language Teaching A Summary of CLT Techniques Jack Richards identifies the following techniques that are incorporated into communicative classroom activities: • Grammar is not taught in isolation, but as needed to accomplish communicative tasks • Activities such as problem solving, information gaps and role plays create the need for communication and negotiation of meaning • Both inductive and deductive grammar learning are incorporated • Content is relevant to students’ lives and interests • Opportunities are provided for learners to personalize material by applying it to their lives • Authentic texts are included for interest and realism  

2.1.3. Communicative Language Teaching *Meaning and Authenticity – CLT strives to offer students an integrated context with which to apply language that they would use outside the classroom, in “the real world”. Communication According to Ability – CLT aims to provide realistic communicative tasks to even the most beginner level students. Starting with short phrases and interchanges, and moving to more complex interaction as confidence, retention, and proficiency develop. A Focus on Accuracy as well as Fluency – While some discredit CLT for being “fluency heavy”, there are ample opportunities to incorporate a focus on both accuracy/form and fluency/meaning at varying stages of activities and lessons. Motivation – CLT allows for an endless range of possibilities to engage students and personalize topic material and language targets to various needs, interests, and backgrounds.

2.1.3. Communicative Language Teaching Some argue that an “authentic” activity done within the confines of the classroom is neither natural nor realistic. Learner backgrounds and expectations differ, and reception of a communicative context may be uncomfortable and even unwelcoming. Some students may be demotivated by the pressure to “perform”. Attitudes to group work vary – some students will be less than enthusiastic at the prospect of working with peers. Some may see repeated practice exercises as a waste of time. Some students may not respond well to the (perceived or real) inattention to accuracy and form.

2.1.3. Communicative Language Teaching Compensating for Disadvantages How would you alleviate students’ concerns when implementing CLT in your classroom? How would you address each of the disadvantages above?

2.1.3. Communicative Language Teaching Complete Task Journal question 1 in class. Task Journal question 2 can be submitted via email to jennifer@llinstitute.com / jenrjones@rogers.com (preferred) or printed and handed in.