1 / 25

Communicative Language Teaching

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.

ataret
Download Presentation

Communicative Language Teaching

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Communicative Language Teaching Peg Reilly English Language Fellow Ibarra, Ecuador January 15, 2014 – PUCESE, Esmeraldas

  2. 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.

  3. 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)

  4. Principles of Communicative Language Teaching Source: Nunan, 1991

  5. 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.

  6. 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)

  7. Teacher must teach in the target language. How do you make sure students are speaking in English? An emphasis on learning to communicate through interaction in the target language.

  8. Use authentic texts and materials in the classroom.

  9. 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

  10. 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).

  11. 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).

  12. 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 • __________________ __________________ • __________________ __________________ • 3. __________________ __________________ • 4. __________________ __________________ • 5. __________________ __________________ Example: I would bring a “How to Speak Alien” phrase book. You never know when you might meet an extra-terrestrial! 

  13. 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. Source: www.nasa.gov

  14. 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 Reason • __________________ __________________ • __________________ __________________ • __________________ __________________

  15. What skills did you need to effectively complete this activity? Justifying Reading? Explaining Negotiating Speaking? Listening? Writing? What other skills were needed?

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

  17. Classroom activities: Authentic and meaningful communication Cooperative Learning Role - plays Information gap LANGUAGE EXCHANGES Learning by teaching Interviews PAIR WORK PROJECT-BASED LEARNING SKITS & PLAYS GAMES SURVEYS

  18. The goal of Language learning is Communicative Competence Communicativecompetence: the ability to use the language correctly and appropriately to communicate effectively. Source: NCLRC

  19. McKenzie-Brown, 2012

  20. Linguistic (Grammatical) competenceis knowing how to use the grammar, syntax, and vocabulary of a language. Discourse competenceis knowing how to construct longer stretches of language so that the parts make up a coherent whole. Sociolinguistic competenceis knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. Strategic competenceis 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. Source: NCLRC

  21. 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?

  22. By effectively teaching language in a communicative way, you will naturally teach students how to develop communicative competence. ----------------------------------------------- CLT = Success

  23. 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.

  24. 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

  25. 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

More Related