1. Definition
CLT is the term commonly used to describe an approach which aims
to implement the theory of communicative competence by incorporating
the interdependence of language and communication (Larsen-Freeman,
2000). Generally, when people think about CLT, images come to mind of
teachers who conduct classroom activities which focus on students' real
communication to support the language learning process.
2. CLIL
According to Marsh (2003) Content and language integrated learning (CLIL)
refers to any dual-focused educational context in which an additional language,
thus not usually the first language of the learners involved, is used as a medium
in the teaching and learning of non-language content. For instance, when
students learn a subject; namely, history, geography and/or science through the
medium of a foreign language; the foreign language acts as a vehicle for learning.
There are two kinds of CLIL: the so-called hard CLIL and soft CLIL methods:
• Hard CLIL means that the subject or subject curriculum is taught in a foreign
language. However, the main lesson objective is the content objective, not
the language.
• Soft CLIL means that the content of the subject is subordinate to the
language goal. A higher emphasis is put on learning the language.
3. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
• ompetency-Based Language Teaching (CBLT) is an approach to language teaching
that focuses on the specific abilities or competencies that learners should acquire.
This approach emphasizes the practical application of language skills in real-life
situations, rather than just focusing on the grammatical structures and vocabulary.
CBLT aims to equip learners with the necessary skills to communicate effectively in
the target language, taking into account their individual needs and goals.
• According to Richards and Rodgers (2001), competency-based language teaching
(CBLT) focuses on outcomes of learning. CBLT addresses what the learners are
expected to do rather than what they are expected to learn about. CBLT advocates
defining educational goals in terms of precise measurable descriptions of knowledge,
skills, and behaviors students should possess at the end of a course of study.
CBLT
