COMMUNICATIVE APPROACH PRESENTATION.pptx

COMMUNICATIVE
APPROACH
Communicative
Language Teaching
(CLT)
approach that aims to achieve communicative rather than
linguistic competence through learner interaction
this strategy to language teaching is based on the philosophy
that, in order to learn a language, one must practice using that
language to communicate meaning to others.

Example
● Practicing question forms by asking learners to find out personal
information about their colleagues
Classroom activities guided by the communicative
approach are characterized by trying to produce
meaningful and real communication, at all levels. As a
result there may be more emphasis on skills than
systems, lessons are more learner-centered, and there
may be use of authentic materials.

When learners are involved in
real communication, their
natural strategies for language
acquisition will be used, and
this will allow them to learn to
use the language.

Role of Teachers
● Teachers acts as facilitator in this approach
● The teacher is charged with the responsibility of establishing situations likely
to promote communication. The students are communicators. They learn to
communicate by communicating.
Role of Students
● The students must have to cooperate and support each other in the group
to complete their tasks assigned by their teacher.

Brief history
● The origins of Communicative Language Teaching (CLT) are to be found
in the changes in the British language teaching tradition dating from the
late 1960s. Until then, Situational Language Teaching represented the
major British approach to teaching English as a foreign language. In
Situational Language Teaching, language was taught by practicing basic
structures in meaningful situation-based activities. But just as the
linguistic theory underlying Audiolingualism was rejected in the United
States in the mid-1960s, British applied linguists began to call into
question the theoretical assumptions underlying Situational Language
Teaching:

This was partly a response to the sorts of criticisms the prominent American
linguist Noam Chomsky had leveled at structural linguistic theory in his now-
classic book Syntactic Structures (1957). Chomsky had demonstrated that the
current standard structural theories of language were incapable of
accounting for the fundamental characteristic of language – the creativity
and uniqueness of individual sentences. British applied linguists emphasized
another fundamental dimension of language that was inadequately
addressed in approaches to language teaching at that time – the functional
and communicative potential of language. They saw the need to focus in
language teaching on communicative proficiency rather than on mere
mastery of structures.

Communicative language
teaching emerged in the 1980s
as a response to the growing
demand for a language
curriculum that would enable
learners to use the second
language in real-life situations.

Advantages
Learner-Oriented
This approach is learner-oriented as it takes the interests and needs of the learners into
account.
Personalized Language
This approach aims to personalize the language so that learners can adapt to its use
more effectively.
Localized Language
This approach also aims to localize language learning so that learners can learn to use it
naturally. It emphasizes meaningful language learning.
Efficient
It is an efficient and proficient approach that encourages children to learn grammar to
speak well.

DISADVANTAGE
Lack Of Context
The context of the learning and teaching atmosphere is not taken into account.
False Interpretation
The approach is often interpreted as “if the teacher understands the student we have good
communication” but native speakers may not understand them.
Lack of Accuracy
The main focus of the approach is on fluency rather than language accuracy.
Lack of Errors Reduction
The approach does not focus much on removing the errors of the learners.
Incoherence
Since their errors aren’t corrected, learners are likely to produce incorrect grammatical
sentences.

¿Qué son las
situaciones de
aprendizaje?
“Situaciones y actividades que implican el
despliegue por parte del alumnado de
actuaciones asociadas a competencias clave y
competencias específicas, y que contribuyen
a la adquisición y desarrollo de las mismas”.
Artículo 2, Real Decreto de enseñanzas mínimas

Características
de una situación
de aprendizaje
Debe tener un contexto aplicado a la realidad cotidiana del
alumnado. Los contenidos se conectan a elementos cotidianos
para que resulte más fácil de comprender y sea más motivador
Incluir actividades donde se contemplen diferentes estructuras
de trabajo (individuales y cooperativas). Esto fomenta la escucha
activa, el trabajo en equipo, la toma de decisiones…
La programación está dirigida a la resolución de problemas o
creación de productos; por tanto, no existe una solución única.
El alumnado debe utilizar su espíritu crítico y creatividad para
resolverlo y proponer una solución
Esos elementos cotidianos de los que hablamos, deben basarse
en algo que resulte de interés para el alumnado
Lo que se ha aprendido puede transferirse, por lo general, a
otros conceptos y situaciones
El contexto Aprendizaje cooperativo
Problema a resolver
Centros de interés Transferencia de lo aprendido

Diseña una situación de aprendizaje
Localizar un centro de interés
Justificar nuestra propuesta
Proponer cómo concretar objetivos
Uno que pueda despertar motivación y sea capaz de
dirigir su atención hacia lo que queremos que aprenda
Teniendo en cuenta lo visto en clase, la importancia de
la situación actual y cómo nos va a preparar para
situaciones futuras
También las competencias, criterios de evaluación y
los principales saberes básicos
1
2
3
4
5
6
Plantear el problema a solucionar
Actividades y recursos a emplear
Cómo lo vamos a evaluar

Programación
Justificación Propuesta de valor (conexión
con la vida real)
Saberes básicos
Producto final
Puedes escribir aquí…

Programación
Criterios de evaluación
1. Puedes escribir aquí los criterios de evaluación…

Programación
Descriptores operativos
Competencias clave
Competencias específicas

Programación
Actividades Enseñanza - Aprendizaje

Programación
Agrupamientos
Evaluación
ODS-Transversalidad
1. Puedes escribir aquí…

Programación
Recursos
● Puedes escribir aquí…
Herramientas TIC
Fundamentos del
proyecto

Programación
Aliados clave
Difusión
DUA

Programación
Otras consideraciones
Profesor/a: escribir nombre y apellido

Programación
Justificación Propuesta de valor
Puedes escribir aquí… Puedes escribir aquí…
Saberes básicos Producto final

Programación
Criterios de
evaluación

Programación
Competencias clave
Saberes básicos

Programación
Actividades Enseñanza
- Aprendizaje

Programación
ODS - Transversalidad
Evaluación

Programación
Recursos
Herramientas TIC
Agrupamientos

Programación
Aliados DUA
Difusión Fundamentos del proyecto

Programación
Otras
consideraciones
1.
2.
3.
4.
5.
Profesor/a Escribir nombre y apellido

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