Ins and out of Communicative language teaching. Indian perspective is shared and analysed here.

1. CLT IN INDIA
A research
TOPIC
A research on CLT in India.
GROUP
PRESENTATION
PRESENTED BY
1. Mizanur Rahman Babu
2. Md. Hassan
3. Fazle Rabbi Tuser
4. Imtiaz Ahmed
5. Ashraful Bashar
6. Md. Irfan

2. Title of the paper :The Application of C L T to Teaching English as a Second
Language - An Assessment of Practice in India
Researchers : Mr. N. Uttham Kumar
Mrs. Priya Philip
Ms. A. Kalaiselvi
Publisher : International Journal of Humanities and Social
Science Invention
Date of publication: May, 2013
Retrieved from : www.ijhssi.org

3. An Overview
1.Origin
2.Learning by Doing
3.The Notion of Strategic Competence
4.Effective Communication in the Foreign Language

4. Goals
Interaction
Verbal communication
Communicative competence

5. Advent of CLT in India
 The influencing factors
• The globalization Process
• The liberalization of economy
• Political attitude towards the learning and use of
English
• A symbol of Social status and pride

6. Advent of CLT in India Continued
The steps taken by India government
I. Introduction of CLT in 1980 in the English Syllabus
II. Emphasis on Functional language than Literature
III. Introduction of Activity based learning

7. At the level of the Syllabus
Introduction of learner-centered syllabus
 Emphasis on Need based and Task based learning
Measuring success in terms of Fluency
 More practical and relevant

8. Methodology
1. LSRW skills
i) trial and error method
ii) integrating different skills
2. Instructional matters
i) promoting communicative language
ii) learning by doing
iii) linguistic interactive competence

9. Methodology
3. Role of the teacher
i) avoidance of chalk-talk lecture method
ii)teaching the use of new strategies
4. Role of the student
i) active learner
ii) learner centered need and task based courses
iii) responsible of their own learning

10. Theory
• CLT is a theory not a methodology.
• There is no uniform method of implementing it in classroom
Teacher’s Role
• CLT does not advocate the teacher as an epitome of knowledge to practice.
• Teacher is a facilitator in CLT.
• Teacher plays the role of a guide.
• Teacher helps students to gather knowledge.
• CLT considers teachers role as friend.

11. Student’s Role
• Student is not a passive listener.
• He or she is a part of communicative activities in the
classroom.
• Students need to take responsibility for their own language
skill development.
• Instructional materials:
-”Learning by doing”.

12. Grammar-Deductive and Inductive
• Indian traditional classroom- deductive approach
CLT classroom-inductive approach.
• According to (Rivers and Temperly,110), This is a traditional style of
teaching where the grammatical structures or rules are dictated to
the students first.”
• CLT- prescriptive rules of grammar.
• Inductive approach averts the problems of deductive approach
• Students internalize the rules
• Traditional style seeker students are disappointed

13. Grammar-Deductive and Inductive continued
• In INDIA the importance of grammar is lost
Infrastructure
• Condition of classroom
• At least 60 students per classroom hinders implementation.
• Wide gap in the basic education of students from different socio-economic
and cultural backgrounds.
• Supportive interpersonal relationships are not achieved.
• Thus successful CLT activities are obstructed.

14. • A learning atmosphere which gives a sense of security is mandatory
• In a large classroom the implementation of two abovementioned factors are impossible
Heterogeneous Classrooms
• Practice of CLT is hindered by the lack of uniform language policy in INDIA.
• Differences between students from English medium background and other non-English
medium students.
• 70% students are from rural background in Indian universities.
• Rural and governmental schools are ill-equipped thus making the students inefficient.
Infrastructure Continued
• Absence of learning atmosphere
• In a large classroom the implementation of two abovementioned
factors are impossible
Heterogeneous Classrooms
• Lack of uniform language policy in INDIA.
• Differences between students from English medium background
and other non-English medium students.
• 70% students are from rural background in Indian universities.
• Rural and governmental schools are ill-equipped thus making the
students inefficient.

15. Heterogeneous Classrooms Continued
• Fourteen years long vs. ten years long English exposure
.
• These factors propel CLT teachers to bring out a
balance by integrating the students from multiple
backgrounds
Conclusion
• Success of CLT depends on learner’s gaining the
confidence of really using the language.
• A conducive learning environment has to be
established.
• Teacher-centered method must give way to learner-
centered method.