This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.

1. Elvis Plaza
EDPE 3018
September 2012

2.  Introduce the Communicative Language
Approach in Language Teaching
 CLT General Objectives and Purpose
 Teaching Techniques
 Teaching Example

3.  Introduce the Communicative Language
Teaching approach, and how was this
approach developed in teaching languages.
Present the CLT objectives in language
teaching and teaching techniques examples.

4.  CLT origins, can be found in changes in the
British Language teaching tradition in the
1960s.
 Back then, the Situational Language teaching
approach was the norm.
 SLT consisted in internalizing the structures
of a language.
 Mostly, learning grammar rules without
vocabulary development.

5.  The SLT did not fill the need to develop
language competence in Language teaching.
 A group of experts saw the need to focus in
communicative proficiency rather than
mastery of structures. (Richards, J.C. &
Rodgers, T.S. p.64)
 Sandra J. Savignon, Christopher Candlin, D.A.
Wilkins and Henry Widdowson along with
others promoted the CLT approach.
 Along with the changes in Europe it helped to
reform the language teaching.

6.  The objective of language learning is: to learn
to express communication functions and
categories of meaning.
 Purpose of CLT: Let students communicate
fluently in a target language (L2).
 Develop “communicative competence”(Hymes,
1972).
 Contrary to the traditional Grammar
translation methods.
 Lists, rules, translations

7.  Use Language as:
◦ means of communication
◦ object of learning
◦ means of expressing values
 Focus on communication rather than
structure
 Language learning within the school
curriculum
 Focus on meaningful tasks
 Collaboration

9.  The learner role as a negotiator, between
himself, the learning process, interaction with
the group’s activities and classroom
procedures.
 In other words, the learner should contribute
as much as he gains in the classroom,
learning in an interdependent way. (Richards
J., C., Rodgers T. S.(p.77).

10.  Two main roles:
 First, to facilitate the communication
process between all participants in the
classroom, and a guide between students
activities and texts.
 Second, to act as an independent
participant within the learning-teaching
group. (Richards J.C., Rodgers T. S.(p.77).

11.  Materials are seen as a way of influencing the
quality of classroom interaction and language
use.
 They have promote communicative language
use.
 Some Instructional Materials are:
 Visual cues
 Taped cues
 Pictures

12.  Realia
 Wh- questions (Why, What, When, Where,
Who)
 Games
 Role Plays
 Simulations

13.  Exercise types and activities compatible with
the CLT, are unlimited.
 If they help to engage in communication they
are welcome.
 Information sharing, negotiation of meaning
and interaction.

14.  Communicating behind a screen to give
instructions on how to draw a picture or
shape
 Follow directions
 Conversation and discussion sessions
 Dialogues and role plays
 Simulations
 Improvisations
 Debates

15.  Students will work in pairs and communicate
with their partner.
 They will answer the questions and organize
which animals can go in each box.
 They are many good
answers.

16.  During research, I realized that my elementary
teachers rarely used this teaching approach.
 I rarely got any oral practice in my English
class.
 Therefore, to my future students I plan to use
this approach so that they can lose the fear of
speaking a second language.
 I will help them overcome their fears and
boost their confidence by the different
techniques available.

17.  This approach can help future teachers
develop their students’ oral communication
skills.
 Students will lose the fear of communicating
in a second language, in this case English as
a Second Language. (ESL)
 It can help promote confidence and security
in the classroom environment, in everyday
use, and when travelling abroad.

18.  Richards, J. C. Rodgers, T. S. (1992). Approaches and Methods in
Language Teaching. New York: Cambridge University Press.
 Littlewood, W. (1981). Communicative Language Teaching an I
ntroduction. London: Cambridge University Press.
 Nunan, D. (1999). Second Language Teaching & Learning. New York:
Heinle & Heinle Publishers.
 Sun, G. & Cheng, L. (Spring 2002). From Context to Curriculum: A Case
Study of Communicative Language Teaching in China. [Electronic
version]. TESL Canada Journal. VOL. 19, NO.2. Retrieved August 29,
2012, from the Eric database.
 Criado, R. & Sánchez A. (2009). English Language Teaching in Spain: Do
Textbooks Comply with the Official Methodological Regulations? A
Sample Analysis. [Electronic version]. University of Murcia
Publications. IJES, vol. 9 (1).
 Orwig, C. J. (1999, March 21). Communicative Language Teaching.
Retrieved:
August 28, 2012, from SIL International, 1999. Web site:
 http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToApproachLa
nguageLearning/CommunicativeLanguageTeaching.htm