Communicative Language Teaching

Peg Reilly

English Language Fellow

Ibarra, Ecuador

January 15, 2014 – PUCESE, Esmeraldas

Warm-up Pretend you are having a fire drill at

your home. You must choose only 5 things AND

you must be able to carry them yourself.

Write down what you would take; be prepared to defend your choice (3 minutes).

Whole class discussion.

WHAT IS CLT?

Write down a brief list of what you believe are the main principles of CLT.

“. . . to become good at using language for communication.” (McKenzie-Brown, 2012)

Principles of Communicative

Language Teaching

Source: Nunan, 1991

CLT Defined

Two guiding principles of CLT (Harmer, 2007)

1. Language involves functions, such as: inviting agreeing disagreeing suggesting

Appropriacy important: students use correct language (formal, informal, tentative, technical) depending on situation.

CLT Defined

2. Students need enough exposure to the language and opportunities to use the language.

Students communicate real messages, not just grammatically controlled language.

“. . . People learn languages not so that they know about them, but so they can communicate with them.” (Harmer, 2012; p. 50)

An emphasis on learning to communicate through interaction in the target language.

Teacher must teach in the target language.

How do you make sure students are speaking in English?

Use authentic texts and

materials in the classroom.

Sample Authentic Texts Newspapers and magazines

Books!

Brochures/catalogs/menus

Internet articles

Reference books (e.g., dictionaries)

Poetry

Newspaper and magazine ads

Maps

Movies

Radio and TV programs

Songs

TV/Radio Ads

Use Project-Based Learning

Students go through a process of inquiry, to a problem, question or challenge

Uses multiple skills

Result: student-generated performance or product

Students can choose topic

Involves cooperation/collaboration to achieve a common goal

Mirrors a real-world task

Adapted from Heitman & Sepulveda (no date).

Sample PBL Ideas

Students produce a school newspaper. Students plan a trip and present their

plan to the class. Students research solutions to

environmental problems in their area, then make posters showing solutions.

Students create a brochure of their favorite vacation spot and present to class.

Adapted from Heitman & Sepulveda (no date).

Imagine you are packing for a three-month stay on the International Space Station (ISS). You can only take five items with you. You must be able to carry all five items since storage is in short supply on the ISS. List the five items you would bring and explain why you chose those items. (Note: NASA has provided all the basics like food, water, oxygen, medicine, and toiletries!) Groups of 3-5

Item Reason

1. __________________ __________________

2. __________________ __________________

3. __________________ __________________

4. __________________ __________________

5. __________________ __________________Example:I would bring a “How to Speak Alien” phrase book. You neverknow when you might meet an extra-terrestrial!

NASA has over-estimated the weight the ISS can carry and must immediately downsize. Between you and your fellow space travelers, you may now only bring 3 items. Compare your lists. Together, decide what 3 items you will bring. Be sure to explain how you reach your decision. Source: www.nasa.gov

Crisis!!!!

NASA has over-estimated the weight the ISS can carry and must immediately downsize. Between you and your fellow space travelers, you may now only bring 3 items. Compare your lists. Together, decide what 3 items you will bring. Be sure to explain how you reach your decision.

Item Reason1. __________________ __________________

2. __________________ __________________

3. __________________ __________________

What skills did you need to effectively complete this activity?

Reading?

WRITING?Speaking? Listening

?

What other skills were needed?

NegotiatingExplaining

Justifying

Connect classroom language learning with language activities outside the classroom “Real World” Application

Classroom activities:Authentic and meaningful communication

Role - plays

Interviews

Information gap

LEARNING BY

TEACHING

Cooperative Learning

SURVEYSGAMES

PAIR WORK

LANGUAGE EXCHANGES

SKITS & PLAYSPROJECT-BASED

LEARNING

Communicative competence: the ability to use the language correctly and appropriately to communicate effectively.

Source: NCLRC

The goal of Language learning

is

Communicative

Competence

McKenzie-Brown, 2012

Linguistic (Grammatical) competence is knowing how to use the grammar, syntax, and vocabulary of a language.

Strategic competence is knowing how to recognize and repair communication breakdowns, how to work around gaps in one’s knowledge of the language, and how to learn more about the language and in the context.

Discourse competence is knowing how to construct longer stretches of language so that the parts make up a coherent whole. Sociolinguistic competence is knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating.

Source: NCLRC

KEY IDEAS FOR EACH COMPETENCY

LINGUISTIC COMPETENCE: What words do I use? How do I put them into phrases and sentences?

DISCOURSE COMPETENCE: How are words, phrases & sentences put together to create conversations, speeches, email messages, newspaper articles?

SOCIOLINGUISTIC COMPETENCE: Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?

STRATEGIC COMMPETENCE: How do I know when I’ve misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use?

By effectively teaching language in a communicative way, you will naturally teach

students how to develop communicative competence.

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CLT = Success

YOUR TURN: WHAT IS CLT?

In a small group, compare your ideas about what CLT is (from beginning of workshop).

Add more ideas about CLT. Share with class.

Thank You! To see a copy of this PowerPoint, go

to my blog: http://pegreillyelfecuador.blogspot.com/

If you have any questions, email me at: reilly.peg@gmail.com

References

Harmer, J. (2012). How to teach English. (8th ed., p. 50). Essex, England: Pearson Education Limited.

Heitman, C. & Sepulveda, J. (n.d.). Webinar 2.3: The principles of PBL in the EFL classroom. [Audio podcast]. Retrieved from http://shapingenglish.ning.com/page/webinar-23-the-principles-of

McKenzie-Brown, P. (2012, September 26). What is CLT? Retrieved from http://languageinstinct.blogspot.com/2006/09/what-is-clt-language-competencies.html