Communicative Language Approach ELD Presentation Danielle, Brittney, Elizabeth, Kristen

CLT an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of foreign languages” or “communicative approach”. The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audio-lingual and grammar- translation methods of foreign language instruction.

CLT has been seen as a response to the audio- lingual method (ALM). Task-based language learning, a more recent refinement of CLT has gained popularity. CLT also places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions. Communicative language teaching makes use of real-life situations that necessitate communication

CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices. As such, it is most often defined as a list of general principles or features

David Nunan’s five features of CLT: -An emphasis on learning to communicate through interaction in the target language -The introduction of authentic texts into the learning situation -The provision of opportunities for learners to focus, not only on language, but also on the Learning Management process. -An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. -An attempt to link classroom language learning with language activities outside the classroom. *anything that helps students develop communicative competence

Communicative Language Approach in the classroom Often takes form in pair and group work Develops confidence in language learners Aids in proper use of grammar and pronunciation

Classroom Examples Role-play: Students practice everyday situations. These include dialogues for ordering at a restaurant, greetings, requests, permissions or refusals. Example : -- May I take your order? --I'd like to have two hamburgers with chili please. --Would you like to have something to drink? --Yes, two colas please. --Thank you. Example: -- Hi how are you? --I’m good. How are you?

Interview: The students can practice giving an interview and being interviewed. Examples: Students interview each other and present their findings. – What is your favorite color? Blue. – Do you have any pets? Yes, I have 2 dogs. Pepper and Emma. Students pretend to be at a job interview. One student is the person giving the interview and the other is being interviewed for the job.

Information gap: This is an activity where each student has some information other students do not have. All the students must share their information with each other to successfully complete the task. Example: There are two shuttles leaving Atlanta airport for Auburn, one at 11:00 am, and the other at 8:00 pm. Someone is coming to Auburn from Chicago. She or he wants to find a flight that arrives in Atlanta airport 45 minutes to an hour before the shuttle leaves for Auburn so that he or she can have enough time to catch the shuttle, but does not have to wait for too long. Four students participate in this activity. Their task is to find two flights that meet the above criteria. Each student has the flight information for only one of the following four airlines, Delta, Northwest, United, and American. They have to share the flight information they have to identify two flights that best fit for this person's need.

Games: The student engage in games that allow them to talk and communicate with others. Example : Two students are given equal number of building blocks and are sitting on either side of a divider so they cannot see each other’s blocks. One student builds a design with the blocks and then must give verbal or written instructions to the other student so their block design will look identical when the divider is lifted up.

Surveys: The students can communicate information about themselves. Example: Surveys asking their name, where they are from, favorite hobbies, food, or place, etc. Pair work: Students work in pairs to talk about the question or problem. This allows the students to communicate and share ideas when they might not have done so in a whole class setting. Learn by teaching: The students are able to teach an activity or strategy to their peers.