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Exploring Communicative Language Teaching: Key Components and Implementation Challenges

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This text delves into the core aspects of Communicative Language Teaching (CLT), emphasizing its key components such as schemata, expectancies, and negotiation skills. It addresses various discussion questions regarding the adjectives that best describe CLT, potential obstacles in implementation, and the teacher's role in syllabus design. Additionally, it examines learner motivation, pragmatic language use, and the integration of form and meaning in language instruction. The piece encourages teachers to reflect on their experiences and adapt their methods for enhanced student engagement and learning.

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Exploring Communicative Language Teaching: Key Components and Implementation Challenges

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Presentation Transcript

  1. SEDU 718 CLT & Syllabus Design

  2. Prelude • What did you understand as the key components of CLT? • What questions did you have? • What intrigued/shocked/distressed &/or excited you most about CLT?

  3. Dave’s Key Points CLT

  4. Vocabulary • Schemata • Expectancies • Top-down • Bottom-up • Communicative Language Teaching • CLT…

  5. Discussion Question: 1 • If you had to choose 3 adjectives to describe CLT, what would they be? • Why did you choose these?

  6. True communicative need • Collaboration • Expression • Interpretation • Negotiation • Coping Strategies • Learner’s Styles

  7. Dave’s Language Model Negotiation Production Skills Speaking, ListeningReading, Writing Pragmatics Semantics Pronunciation Syntax Vocabulary Meaning & Usage Phonetics Phonology Idioms Morphology StyleRegisterDialect Intonation Culture Reception

  8. Communicative Competence Contexts Grammatical Discourse Sociocultural Strategic • Define & discuss • each component… • How can/should eachbecome part of our language teaching?

  9. ELL Iceberg BICS • Language Process • Vocabulary • Pronunciation • Grammar • Cognitive Process • Knowledge • Comprehension • Application • Semantic meaning • Functional meaning • Analysis • Synthesis • Evaluation CALPs

  10. Discussion Question: 2 • What might be some obstacles encountered by teachers who try to implement a communicative approach to language teaching? • How would you approach the obstacles?

  11. More Vocab • Content-based Instruction • Immersion • Holistic Assessment • Portfolio Assessment

  12. Discussion Question: 3 • Of the 5 CLT components: • Language Arts • Language for a Purpose • Personal Language Use • Theater Arts • Beyond the Classroom which are you most comfortable with: • As a teacher &/or as a student • Why?

  13. Shaky Proof • That overt language instruction is helpful in an ESOL context

  14. Learner’s Motivation • Integrative • Instrumental • Also… • Learner Styles

  15. Discussion Question: 4 • With regard to your teaching, do you feel English to be a foreign, second or native language? • How might these feelings affect your teaching? • Which of the three do you think we as teachers should strive to feel about English for our students? • Why?

  16. End Goal • Up to the learner… • Book overlooks ‘purse-string’ issues…

  17. Discussion Question: 5 • Who sets the norm for English language use in your teaching situation/context? • Why? • How? • Is this good or bad? • Why?

  18. On Grammar & CLT… • Communicative purpose • Integration of • Form focused • Meaning focused • Strategy training (Dave’s addition)

  19. Discussion Questions: 6-7 • If we’ve not already covered these: • What do you like/dislike about CLT? • What do you feel the best mix of the 5 components might be for your current teaching context? • Why?

  20. Syllabus Design David Nunan

  21. Discussion • What do you see as the individual teacher’s role in syllabus design? • In reality in your situation? • In a theoretical ‘best-case’ scenario? • In a practical ‘really-ought-to work’ view?

  22. Strengths & Weaknesses Integrated Approach… • Formal Grammar • Organic Grammar • Needs Analysis • Competence-based • Standards-based • Notional-Functional • Content-based • Task-based

  23. Challenge: • Support, attack, improve or add to • Chart on page 64…

  24. Compare • Look at the ESOL text Dave supplies (and any you may have) • Decide which syllabus/method each follows • Which do you like best? • Which do you like least? • How could you use your least favorite in the most effective manner?

  25. Discussion • If you were asked to design a syllabus for a new ESOL course for your current teaching situation, what style would you choose? • Why? • What would be some key components?

  26. Wrap-up • What is 1 thing you can change about your teaching based on what we’ve read &/or discussed this week?

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