Communicative Language Teaching - PowerPoint Presentation

Slide1

Communicative Language Teaching

Peg Reilly

English Language Fellow

Ibarra

, Ecuador

January 15, 2014 – PUCESE, EsmeraldasSlide2

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.Slide3

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

)Slide4

Principles of Communicative Language Teaching

Source:

Nunan

, 1991Slide5

CLT Defined

Two guiding principles of CLT (Harmer, 2007)

1. Language involves

functions

, such as:

inviting

agreeing

disagreeing

suggesting

A

ppropriacy

important: students use correct

l

anguage (formal, informal, tentative, technical)

depending on situation

.Slide6

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)Slide7

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?Slide8

Use authentic texts and materials in the classroom.Slide9

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 AdsSlide10

Use Project-Based Learning

S

tudents 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).Slide11

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

).Slide12

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!

Slide13

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!!!!Slide14

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

__________________

__________________

__________________

__________________

__________________

__________________

Slide15

What skills did you need to effectively complete this activity?

Reading?

Writing?

Speaking?

Listening?

What other skills were needed?

Negotiating

Explaining

JustifyingSlide16

Connect classroom language learning with language activities outside the classroom

 “Real World” ApplicationSlide17

Classroom activities:Authentic and meaningful communication

Role - plays

Interviews

Information gap

Learning by

teaching

Cooperative Learning

SURVEYS

GAMES

PAIR WORK

LANGUAGE

EXCHANGES

SKITS & PLAYS

PROJECT-BASED LEARNINGSlide18

Communicative

competence:

the ability to use the language correctly and appropriately to communicate effectively.

Source

: NCLRC

The goal of

Language learning is

Communicative

CompetenceSlide19

McKenzie-Brown, 2012Slide20

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: NCLRCSlide21

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?Slide22

By effectively teaching language in a communicative way, you will naturally teach students how to develop communicative competence.

-----------------------------------------------

CLT =

SuccessSlide23

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.Slide24

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.comSlide25

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