La enseñanza de lenguas comunicativa (CLT) surgió a finales de los años 60, enfocándose en la comunicación funcional en situaciones sociales cotidianas, en contraste con métodos gramáticos tradicionales. Este enfoque prioriza la autonomía del aprendiente y la interacción en grupo, y se basa en el uso del lenguaje de manera significativa y auténtica, fomentando tanto la fluidez como la precisión. Incluye diversas actividades en el aula como juegos de rol y entrevistas para motivar y desarrollar las competencias lingüísticas de los estudiantes.

1. Communicative
Approach

3. Communicative Language Teaching

4. A Very Brief History (video):
Communicative Language Teaching (CLT)
• The late 1960s saw a shift in focus from the Audiolingual Method to CLT teaching.
• This shift evolved partly as a result of studies carried out by the Council of Europe,
which sought to identify the language needed in a variety of social situations by
someone immigrating to Common Market countries. The studies evaluated how
language itself is used--how native speakers of a language express themselves in
various situations. The studies had a major impact on the teaching of English as a
foreign language. Teachers and curriculum designers began to look at content, at the
kind of language needed when greeting or shopping. The emphasis on form, on
explicitly learning grammar rules or practicing grammatical patterns, was
downplayed in favor of an approach designed to meet learners' needs when
using the language in daily , real life interactions.
• There is no single text or authority on communicative language teaching. It’s an
approach that aims to make communication the goal of language teaching.
Several models have evolved around this principle, such as: Communicative
Approach (CLT), Total Physical Response, Natural Approach, and Competency-
Based Approaches. As you will see, these approaches overlap. Communicative
activities particularly are impossible to pin down to only one approach.

5. Communicative Approach
Background
• The emphasis is placed on using the target language to accomplish a function
such as complaining, advising, or asking for information. Attention is also paid to
the
social context in which this function takes place. For instance, different language
will be used when complaining to a teacher than when complaining to a close
friend.
Distinguishing Features
• All four language skills are taught from the beginning. In speaking skills the aim
is to be understood, not to speak like a native. In the sequencing of lessons, priority
is given to learner interests and needs. This is in contrast to a grammar driven
method which may start with verb tenses, and work through from the present
simple to the conditionals. In the Communicative Approach, if a learner needs to
know how to give advice ("If I were you, I would ....") then this conditional is
taught. Interaction between speakers and listeners or readers and writers is at
the root of all activities. Pairs or groups for role play, information sharing, or
problem solving are favored.
{Figure 2.2 - excerpt from Skills for Learning by the
University of Malaya: a problem-solving activity.
Source:
http://www.academia.edu

6. Figure 2.1
A Comparison: Distinguishing Features of Three Approaches to Language Teaching

7. Figure 2.2
From Skills for Learning.
University of Malaya Press, 1980.
Warm-up Activity
Find a solution:
a) in words only
b) in a drawing
c) in a chart

8. CLT Considerations
• CLT will challenge your creativity to set up situations in which your students can
demonstrate their competency in the four language skills. Group work is basic to
this demonstration.
• Logistical difficulties: How to organize groups/pairs? Can you work outside? Is it
possible to use the library? Can you set up a reward system to encourage quick
transitions into groups?
• Encountering resistance to group work from students. Some of the better students
may resent having to "share" their skills and grades. Some of the less motivated
students may take the opportunity to do even less work. Your grading policy for
group work will have to be spelled out and you will need to monitor that everyone
is contributing to the group effort. You should also leave the time and the
opportunity to earn grades for individual work.
______________________________________________________________________
Source: Richards, J. (2006). Communicative Language Teaching Today (p. 14). New
York, New York: Cambridge University Press.

9. Accuracy Versus Fluency
Activities
• One of the goals of CLT is to develop fluency in language
use. Fluency is natural language use occurring when a
speaker engages in meaningful interaction and maintains
comprehensible and ongoing communication despite
limitations in his or her communicative competence.
Fluency is developed by creating classroom activities in
which students must negotiate meaning, use
communication strategies, correct misunderstandings, and
work to avoid communication breakdowns. Fluency
practice can be contrasted with accuracy practice, which
focuses on creating correct examples of language use.
Source: Richards, J. (2006). Communicative Language Teaching
Today (p. 14). New York, New York: Cambridge University Press.

10. Fluency
 Natural use of language
focus on achieving
communication
 Meaningful use of language
 Use of communication
strategies
produce language that may
not be predictable
 Links language use to
context
Accuracy
 Focus on the formation of
correct examples of
language
 Practice language out of
context
 Practice small samples of
language
 Doesn’t require meaningful
communication
 Control choice of language
Accuracy vs. Fluency

11. CLT Methodology
• Emphasis on pair/group work
• Use of authentic materials/situations
• Provides cultural information
• Process vs. product oriented
• Focus on social aspect of learning L2
• Embedding real-life context
• Focus on negotiation of meaning vs. accuracy

12. 8 Core Principles of CLT
1. Learner autonomy
2. Social nature of learning
3. Curricular integration (e.g. the connection between
curriculum and text-based learning, etc.)
4. Focus on meaning
5. Diversity
6. Thinking skills (i.e. higher-order thinking skills)
7. Alternative assessment(s) (e.g. observation, interviews,
journals, portfolios)
8. Teachers as co-learners
_________________________________________________
Source: Richards, J. (2006). Communicative Language Teaching Today (p.
25). New York, New York: Cambridge University Press.

13. CLT Classroom Activities
Role-play
Interviews
Information gap
Games
Language exchanges
Surveys
Pair-work
Learning by teaching
• Grammar quizzes, or homework exercises can also be occasionally used.
• “William Glasser's "control theory" exemplifies his attempts to empower students and give
them voice by focusing on their basic, human needs: Unless students are given power, they
may exert what little power they have to thwart learning and achievement through
inappropriate behavior and mediocrity. Thus, it is important for teachers to give students
voice, especially in the current educational climate, which is dominated by standardization
and testing (Simmons and Page, 2010).”
Source: Wikipedia

14. Activity: Hot Air Balloon…
with an Alien!
Activity Objectives
• Writing & speaking skills
• Reported speech practice
• Creativity exercise
• L2 Confidence building
• Peer editing
Target demographic:
*Intermediate L2 Students (grades 7, 8, 9)

15. Activity: Hot Air Balloon…
with an Alien!
Activity Tasks (w/partner)
• Imagine
What will you see?
• Write a story.
• Tell the class your story.
• Edit with another pair.

16. Imagine: You take a tour over Seoul.

17. Imagine: You fly over Jamsil Stadium.

18. Imagine: What’s going on? What do you see?

19. Imagine: Time to go back home.

20. Write: Create a story!
Include:
• Title of Story
• 1 Paragraph (5+ sentences)
• Write your story.
• Organization:
-topic sentence
-supporting sentences
-concluding sentence

21. Speak: Tell your story!
Include:
• Title of Story
• 1 Paragraph (5+ sentences)
• Tell the class your story.
• Speech Requirements:
-pronunciation
-articulation
-pace & performance

22. Example 1:
Three Cheers for Baseball
Aliens love baseball. Baseball has three unique characteristics.
The first thing is baseball brings humans together. Thousands of
humans show up at a stadium to cheer for their favorite team. Yi
Sang-han, a 23 year old student from Sejong University who lives
in Seoul, Korea, told me, “The best part
of my week is coming to Jamsil Stadium
to cheer for my favorite team,
the Doosan Bears.”

23. Example 2:
My Alien Friend is Cool
Leaving Seoul in a hot air balloon was a great adventure.
My alien friend, Alien Adam, gave me some good alien
food. He also told me about his alien home. He asked
me about earth and about things like baseball, cars,
spaceships and camping. He said that he saw a human
spaceship traveling past his home
before. He said that he wants to visit
earth and go camping and…
have a fun bbq.

24. Review: Partner edit
Tasks:
• Make corrections
• Read aloud 3 X
• Read the class the edited story
 Organization:
-(?) topic sentence
-(?) supporting sentences
-(?) concluding sentence

25. References
 Source: Richards, J. (2006). Communicative Language
Teaching Today (p. 14). New York, New York: Cambridge
University Press.
http://www.cambridge.org/other_files/downloads/esl/booklets/
Richards-Communicative-Language.pdf
 http://www2.vobs.at/ludescher/Alternative%20methods/comm
unicative_language_teaching.htm
 http://www.academia.edu/4743392/Communicative_Language
_Teaching_theories_lesson_plan_and_application
 https://en.wikipedia.org/wiki/Communicative_langua
ge_teaching
 https://www.youtube.com/watch?v=AazPkAD-65w

26. Ryan McCoy