Communicative Language Teaching: Principles and Practices
Communicative Language Teaching (CLT)
CLT is an approach to learning and teaching, developed in reaction to the audiolingual and situational language teaching methods (based on structuralism and behaviorism). CLT emphasizes INTERACTION and sees it as:
- The ultimate goal of language learning.
- The process by which we learn a language.
Four Characteristics of CLT
- We use language to communicate.
- We need meaningful language to communicate effectively.
- The learner is the center of the teaching/learning process.
- Language structure is secondary to the use of language.
Teacher and Student Roles in CLT
The teacher is the facilitator – a guide: “A guide on the side and not the sage on the stage.” The student explores, discovers, constructs, uses, makes mistakes, reflects, and tries again.
Ways to Describe CLT
- It is a holistic approach (traditional structural syllabus + communicative dimension of language).
- It considers the whole person.
- It’s learner-centered (focusing on the needs and interests of the learner).
- It focuses teaching and learning on real-life situations and the real use of the language.
Key Statements Characterizing Communicative Language Teaching
- People learn a language best when using it to do things.
- People learn a language best through studying how language works and practicing the rules.
- Grammar is no longer important.
- Errors are not important in speaking a language.
- Both accuracy and fluency are goals in CLT.
Establishing Classroom Parameters
Considering the key issues for successful language learning, we need to provide our students with clear classroom parameters to help give them:
- Guidelines for behavior.
- Security in their actions.
- Consistency in our reactions.
- Clear expectations.
- A warm and friendly learning environment.
- A sense of self-esteem.
All children need to know the parameters, rules, and guidelines for behavior and participation. A communicative classroom can do this by giving the children the language of these parameters and rules in English.
Some Ideas for Establishing Parameters
- Use fun expressions for directions.
- Use symbols, images, and relevant words.
- Get your students to use them too.
- Use everything as an opportunity for English: good days, bad days, routines, responsibilities, rules, etc.
Teaching Pronunciation
Good pronunciation is very important for communication. It’s important that you speak clearly and that you don’t prevent other people from understanding what you want to say: intelligibility. Songs, rhymes, and jazz chants are an excellent illustration of the way in which stress and rhythm work in English.
Why Use Songs, Rhymes, and Chants?
- A linguistic resource (introduce/practice new language, pronunciation…).
- A psychological/affective resource (increase motivation).
- A cognitive resource (develop concentration, memory, and coordination).
- A cultural resource.
- A social resource.
Teaching Vocabulary
- Teach the language they need for the activity that they are going to do.
- Teach common vocabulary that they will need.
- Teach vocabulary that they will appreciate.
Considerations for Teaching Vocabulary
- Planned: The teacher has the opportunity to think about how to present it and prepare materials.
- Unplanned: The teacher needs to find a clear explanation “on the spot.”
Making a Word Active
Consider its meaning, pronunciation, form, register, and main collocations.
Teaching Writing
Write words or phrases about family, hobbies, friends, etc.
- We must make what they write be relevant and interesting.
- It’s important to provide a model they can use (not copy) for their writing.
- In this stage, the pupils’ work will contain mistakes. The teacher should try to be sensitive in correcting and not insist on every mistake.
- If it is possible, encourage pupils to correct their own mistakes.
Writing Activities
Party invitations, letters, etc.