INTRODUCTION TO CLT · Communicative language teaching (CLT), or the communicative approach, is an approach to language ... features of a language and to make use of these features

IntroductiontoCLT 1/20/18

CaliforniaStateUniversity,Fullerton 1

CURRICULUM DEVELOPMENT FOR COMMUNICATIVE LANGUAGE TEACHING

P R E S E N T A T I O N F O R G U A N G X I E N G L I S H F A C U L T Y

WHAT

IS CO

MMUN

ICATIV

E

LANG

UAGE

TEAC

HING (

CLT)?

WHAT IS COMMUNICATIVE LANGUAGE TEACHING? Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.

WHAT IS COMMUNICATIVE LANGUAGE TEACHING? CLT is an approach to language teaching that emphasizes learning a language first and foremost for the purpose of communicating with others.



WHAT ABOUT GRAMMAR?

•  Requires grammatical and pragmatic competence

•  Needs to integrate: • opportunities to experience

communication and participate in negotiation of meanings

•  instruction to help improve grammatical and pragmatic competence

WHAT

ARE 4

COMP

ONEN

TS OF

COMM

UNICA

TIVE

COMP

ETEN

CE?

4 COMPONENTS OF COMMUNICATIVE COMPETENCE

grammatical discourse

sociocultural structural

GRAMMATICAL COMPETENCE •  Sentence-level grammatical

forms •  Ability to recognize the

lexical, morphological, syntactic, and phonological features of a language and to make use of these features to interpret and form words and sentences

•  Demonstrated by using rules appropriately



DISCOURSE COMPETENCE •  Focus on interconnectedness

of a series of utterances, written words, and/or phrases to form a text or other whole (e.g., a conversation)

•  Coherence (relation of all sentences or utterances in a text to a single global proposition) and cohesion (provided by local connections, structural links, or ties between individual sentences)

and TOP-DOWN (using theme and

purpose of text, building on content to

comprehend all bits and pieces)

Includes both BOTTOM-UP (identifying sounds or words and putting them together for full comprehension)

SOCIOCULTURAL COMPETENCE •  Relates to social rules of language

use •  roles of participants, •  Information shared, and •  function of the interaction

•  Sensitivity to cultural meanings •  Includes social conventions

concerning language use, such as turn-taking, appropriateness of content, nonverbal language, and tone of voice

STRATEGIC COMPETENCE

•  Effective use of coping strategies—talking around vocabulary gaps, soliciting clarifications, etc.

•  Use of verbal and nonverbal language to compensate for communication problems caused by the speaker's lack of understanding of proper grammar use and/or insufficient knowledge of social behavioral and communication norms

HOW

DO W

E DES

IGN

TASK

-BASE

D INS

TRUC

TION?



WHAT IS A CLT TASK? •  A CLT task is an activity that

•  requires learners to use language, with emphasis on meaning

•  Focuses on problem-solving; solution oriented

•  Is related real-world activities

•  Includes an observable and measurable objective

• Collaborative

HOW DO WE DESIGN A TASK?

Identify learning

objectives. Determine

assessments. Sequence

interaction. Consider linguistic support.

1. IDENTIFY LEARNING OBJECTIVES •  Basic need to communicate arises

to express/receive information not known by all (e.g., feelings, experiences, beliefs, information). • Real communication typically

includes exchange of some new information.

• However, NOT ALL information must be new to the listener.

•  Consider all learning •  Communicative Competencies •  Language, Culture, Content, etc.

LEARNING OBJECTIVES

should be

Measurable Observable Appropriate Meaningful

2. DESIGN FORMATIVE AND SUMMATIVE ASSESSMENTS

•  Determine when/where in task you will inform students of assessment requirements

•  Determine points of task where you will check for understanding and monitor progress.

•  Develop assessment checklists, directions, scoring guide/rubric

EFFECTIVE ASSESSMENT

supports

student learning, achievement, and

success.



3. SEQUENCE INSTRUCTION

•  Create series of activities to accomplish objective

•  Develop instructional and assessment resources

•  Gather materials and equipment

•  Plan and prepare grouping strategies

COMMUNICATIVE TASKS

are more effective when

they are TIGHTLY STRUCTURED and include CONCRETE

SUBTASKS.

4. PLAN FOR LINGUISTIC SUPPORTS

•  Linguistic support" refers to language examples for the student to follow that are included within the task itself.

•  The linguistic support may target all levels of linguistic structure: •  vocabulary items • phrases •  discourses

LINGUISTIC SUPPORTS

may inclde guided notes

supporting documents pre-task activities

directions special grouping

GUIDELINES FOR CLT TASKS 1.  Make the goal clear from the beginning. 2.   Involve all participants equally. 3.   Make sure students are adequately prepared. 4.   Provide clear instructions and examples. 5.   Make an effort to mix groups. 6.   Assign activities that are relevant and interesting to students. 7.  Circulate, circulate, circulate. 8.   Teach group interaction skills. 9.   Hold group accountable for completing task on time. L

ET’S

COMP

LETE

A TA

SK!



TITLE VISUAL THINKING ACTIVITY

Objectives

Appropriate to their level of English language development, students will be able to (BAT): •  Share opinions/perceptions about selected images; •  Observe independently and back up opinions with evidence; •  Follow norms of behavior for classroom small group discussion; •  Use appropriately (context, content, and pronunciation); and •  Use selected art vocabulary terms •  Demonstrate their degree of visual literacy

Assessments

•  Progress monitoring will include checking for understanding during group work and submission of a group assignment

•  Final Assessment will be an out-of-class 1-paragraph essay that compares and contrasts two images

TITLE VISUAL THINKING ACTIVITY

Structure

PART I: TEACHER DIRECTED (30-45 min) 1.  Show video clip, Learning Visual Thinking Strategies. (6) 2.  Distribute/review “Basic VTS at a Glance.” (5) 3.  Review slide “VT Questions.” (3) 4.  Practice whole-class with The Janitor Who Paints. (6) 5.  Practice small-groups with Triple Self Portrait. (6) 6.  Point out similarities/differences. (3) 7.  OPTIONAL: Introduce Elements of Art (handout and video) (10) 8.  Distribute images for groups to select pair. (5) PART 2: STUDENT DIRECTED (30-40 min) 1.  Conduct group activity; check for understanding. (15) 2.  Groups report out and submit group worksheet for grade (25) 3.  Assign homework final assessment – 1-paragraph essay (HW)

Materials •  Notebook of Images

Linguistic Supports

•  Handout on Elements of Art •  Group Worksheet •  Directions for Final Assessment

•  Slide of VT Questions •  Transcripts of videos

VISUAL THINKING QUESTIONS FOR QUESTION 3

What elements of art are used? -  How are they

used?

What do you see from -  A different point

of view? -  A different

perspective?

Compare and contrast with another image.

Title: The Janitor Who Paints Artist: Palmer Hayden Date: c. 1937 Medium: Oil on canvas Dimensions: 39 1/8 x 32 7/8 in Location: Smithsonian American Art Museum

• What is going on in this picture?

• What do you

see that makes you say that?

• What more

can we find?



Title: Triple Self-Portrait Artist: Norman Rockwell Medium: Oil on canvas Dimensions: 44 1/2 x 34 3/4 in Location: The Norman Rockwell Museum at Stockbridge, Massachusetts

• What is going on in this picture?

• What do you

see that makes you say that?

• What more

can we find?

ACKNOWLEDGEMENTS AND FURTHER READING

Speaking Module (https://coerll.utexas.edu/methods/modules/speaking/)

Foreign Language Teaching Methods. University of Texas.

See Foreign Language Teaching Modules (https://coerll.utexas.edu/methods/) for additional resources.

Documents

INTRODUCTION TO CLT · Communicative language teaching (CLT), or the communicative approach, is an approach to language ... features of a language and to make use of these features