Principles of Communicative Language Teaching

Introducing CLT While Avoiding

Classroom Culture Shock

Marla YoshidaACP TEFL Program

UCI Extension International Programs

Principles of Communicative Language Teaching• Language is dynamic. Its purpose is

meaningful communication.

• How do we know if someone has succeeded in learning a language? We ask, “Can this person communicate?”

• Students need lots of active practice to learn to use language well.

• It’s good for students to reach beyond their comfort zone and sometimes make mistakes.

• The classroom should be student-centered, not teacher-centered.

It’s been three days since I started my teaching at high school in Korea. But I’m still confused about what to teach and how to teach. In fact, I was given a textbook from the school and it’s mostly focused in reading and grammar, which wasn’t much different from what I learned when I was in high school. So I tried using more interaction and authentic materials in my lesson. For example, I used a pop song related to the topic, avoided explaining grammar points explicitly, and demanded the students’ participation and so on.

Introducing CLT doesn’t always go smoothly....

However, it turned out to be not quite successful. Lots of students in my class were sleeping and they didn’t look excited. So I just thought that it’s because they didn’t get used to my class yet and it would get better soon. But today after class one student came to me and told me the other students’ opinions. It was shocking. He said that they thought there’s nothing to learn from me and so they went to sleep. And he also said I didn’t teach the text in a systematic way such as absolute translation and grammar.

Introducing CLT doesn’t always go smoothly...

Of course, I explained to him what I tried to do—using more interaction and developing communicative competence—but he didn’t look like he understood me. How could the students get stuck on the very old concept of English lesson? Even though I told him that I appreciated his honest opinion and I would try to adjust my teaching style, I felt really frustrated and depressed. I really hate teaching only grammar analysis and

translation in my class. I did love studying syntax when I was in college, but I believe Grammar Translation Method wouldn’t do any good to students. It will make students hate learning English. I’m looking forward to your wise advice. Thank you so

much for hearing me.

Introducing CLT doesn’t always go smoothly...

Grammar TranslationTeaching

CommunicativeLanguageTeaching

6There’s a big gap between the old way of teaching

and the new way.

6

...you won’t make it.

If you try to jump over to the new way too fast...



6

To get to the other side,you need to build a bridge.

6Grammar TranslationTeaching


6Let’s think about how to build a bridge from the old way of teaching to the new way.



Before:The teacher does most of the talking, mostly in the L1.

After:The teacher does much less talking, mostly in English.

Before:There’s lots of translation.

After:There’s much less translation.

Before:The students don’t have to produce much English. They don’t have to think deeply.

After:The students produce a lot of English. They have to think creatively.

Before:Grammar is taught entirely in the L1.After:Grammar is taught in many ways.

Before:Grammar is taught entirely in the L1.

Before:English is something students learn about.

After:English is something students learn to use.

CLT: Before and after

Before:This is the way it’s always been done for generations. It has the aura of

authenticity.

After:This is new and strange. It makes people uncomfortable and suspicious.

Before:Grammar is taught entirely in the L1.

CLT: Before and after

•Students resist change.

•They’re confused. This doesn’t seem like “real” language learning.

•The teacher feels uncomfortable and off-balance.

•The possible result: Dissatisfaction, chaos, and wild behavior.

If we jump in too quickly...

CLASSROOM CULTURE SHOCK?

How can we avoid...

•Don’t make a change too suddenly.

•Tell the students what you’re doing and why.

•Don’t treat communicative activities as “just fun.”

•Start by speaking more English in class.

•Introduce CLT first during guided practice.

•Next, add freer, more communicative activities.

•Not every part of your lesson has to be communicative. It’s fine to keep some aspects of the old way IF they’re working well for you.

CLT will work if you have a plan.

•Introduce it right from the start, step-by-step.

•Prepare a list of expressions.

•Introduce only a few at a time.

•Review and practice every day.

•Remind students to use English during class.

•Praise students for using English in class.

Use classroom English!

•Choose a simple pair-work activity.

•Plan: Be sure you know exactly what you want the students to do.

•Take the time to prepare your students for what they’re going to do.

The first time you try a CLT activity...

•Get the attention of the class.

•Explain what you’re going to do and why.

•Set expectations for behavior.

•Give instructions carefully.

•Tell students how they will be accountable.

•Demonstrate how to do the activity.


•Monitor the students’ work. Walk around.

•When time is up, call the class to attention.

•Debrief by getting some results from each group.

•Praise the students for a job well done.


•If you work with teachers or administrators who aren’t used to CLT, there may be misunderstanding and resistance to changing the way English is taught.

•When objections come up, be ready with your answers!

What if the people around you resist?

•Have high expectations of your students and yourself.

•You are the teacher. You determine what teaching methods you’ll use, not the students.

•Trust yourself. Be patient and don’t give up.

•Stay flexible. Sometimes you need to adapt your planned lesson as you go along.

•The transition isn’t always easy, but it will be worth it.

In conclusion...

You can do it!

Documents

Principles of Communicative Language Teaching