1. Communicative Language Teaching
Robert J. Dickey
Keimyung University
Korea TESOL

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

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

4. 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?

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

6. 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)

7. 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

8. 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)

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

10. Look Familiar? Csikszenmihalyi’s “Flow”

11. 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)

12. 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?

13. 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

14. 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

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